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LIBRARY OF CONGRESS. 



Shelf i-B^i/(^'^ 

UNITED STATES OF AMERICA. 



NATIONAL 



KINDERGARTEN MANUAL 



CONTAINING 



PRACTICAL MODEL LESSONS, RULES AND LEC^ 

TURES EOR THE KLNDERARTEN AND 

THE NURSERY, STORLES^ ETC. 



BY 

MRS. LOUISE POLLOCK, 

Principal of Washington Normal Kindergarten Institute. 



7 C* • ^ 1 




BOSTON 

dewolfe, fiske and company 

1889 



.P7 



COPYKIGHT, 1888, 

By Henky a. Young & Co. 



I, 



CONTENTS. 



Introduction 

Frederick Froebei. ..... 

Characteristics of a True Kindergarten 



Page 

5 
6 

7 



PART I. 

Model Lessons for Kindergarten and Primari/ ScJwols. 

Lesson No. 1. — Conversational Exercises 

Story of the Little White Lily 
No. 2. — The Six Colored AVorsted Balls 

How Cocliie and Gamble made Three New 
Colors ..... 

Ball Lesson for youngest Children 

Play of the Clock .... 

Ball Lesson for Older Children 
No. 3.— Second Gift : Ball, Cube and Cylinder 
No. 4. — Third Gift: 
No. 5. — Fourth Gift 

Kind Hans ..... 

No. 6. — The Tablets 

No. 7. — Stick Lesson ..... 

No. 9. — Rings 

No. 9. — Paper Folding .... 

Folding with Larger Children 
No. 10. — Peas and Sticks or AVires 
No. 11. — Clay JModelling .... 
No. 12. — The Gonograph or Connected Staff 
Sand in the Kindergarten 



A Cube divided into Eight 
: Eio'ht Oblono- Blocks 



12 

14 
16 

17 

2a 

21 
22 
24 
26 
29 
31 
33 
36 
38 
40 
42 
43 
46 
48 
50 



IV 



CONTENTS. 



PART 11. 

Stories for the Kindergarten and the Family. 

The Art of Telling Stories 

Rose and her Flowers 

Snowdrop .... 

Louis Sees the New Year Come 

The Wise Little Finger 

Miss Swallowtail 

Squirrel .... 

Charlie's Garden 

The Discontented Brooklet 

Mary's Little Lamb 

The Monkey Trying to be a Ma 

The Mission of Flowers 

Willie's Kite 

Springtime .... 

Story of Buzzy . 

PART IIL 

Lectures on The Kindergarten in the Nursery. 

Lecture No. I. — Considerations of the Best Physical and 
Soul Nourishment of the Infant 
" No. IL — Maternal Instincts need the Guidance of 

Wisdom 

" No. III. — The Aims of Education and Moral Cul- 
ture 

" No. IV. — The Influence of Music in Education 

No. V. — By William AValker, Esq 

" No. VI. — Epochs in Cliild-Life which exert a power- 
ful Influence upon his Character and 
Disposition .... 
" No. VII. — Government of Children . 

No. VIII. —By Mrs. Caroline B. Winslow 
" No. IX. — Advantages of Intimate Intercourse with 
Nature . 
Second Story of the Five Little Travellers 



List of Reference Books on Kindergarten Subjects 



Page 
53 
57 
58 
60 
62 
63 
67 
68 
71 
74 
76 
81 
81 
82 
83 



91 

101 

109 
116 
126 



136 
148 
160 

169 
172 

176 



INTRODUCTION 



My object iu publishing the present vohune is to disseminate, as 
much as in my power, a knowledge of the kindergarten philosophy 
among teachers as well as parents. The "National Kindergarten 
Songs and Plays" were intended to fill a certain want; and the little 
book has been well received. An additional number of the songs 
and plays so popular in o^^r Washington Kindergartens, will be 
found in my new Song Book, " Cheerful Echoes from the National 
Kindergarten," which has just been published. At the request of my 
teachers and normal students, I have introduced a few practical 
lessons and stories, which illustrate the proverbs and verses taught 
during our conversational exercises, while biding the time when I 
shall publish a book composed entirely of stories for the kinder- 
garten and nursery. To comply with the wishes of many mothers 
who have attended my lessons on the kindergarten in the nursery, I 
have also given my educational and hygienic rules, eight of which are 
given with each lecture to mothers, teachers, and nursery-maids. 
These are part of my teachers' training, and I hope that they may 
prove of as much value in the future as they have in the past. They 
are gathered from the highest educational and medical authorities iu 
the country, and have all been tested by my own expei'ience in bring- 
ing up my family of eight children. People may say, our children 
ought to be exemplary; but while they are far from perfect, I am 
quite sure they would not have grown up to be as good and useful^ 
citizens as they are, had they not enjoyed the kindergarten training, 
and the most careful hygienic treatment from earliest childhood to 
maturity. For the benefit of kindergarten training schools, I enu- 
merate my covirse of Lectures on " The Kindergarten in the Nursery," 
which are really the foundation upon which the whole system is 
built, and a knowledge of which I consider indispensable to the 
proper qualification of the kindergarten teacher. 

Louis K Pollock. 



FREDERICK FROEBEL. 



To the Class of '87. 



An honored name in every land, 
His followers, a faithful band, 
With noble aim and purpose true ; 
With spirit brave to dare and do. 

He to the young gave every thought, 
Suffering privation, and receiving nought 
But love of those he gently led 
And with God's bounty daily fed. 

Great is the work so well began, 
And left to us the perfect plan ; 
All honor be to him and they 
Who educate the child through play. 

What nobler work, what grander aim, 
The infant mind to teach and train, — 
Each instinct mould with tender care, 
Make mind and body doubly fair ! 

The love of order, love of toil. 

To plant within this virgin soil; 

The law of love, the golden rule. 

Is taught in Frederick Froebel's school. 

Froebel was humble as a child. 
His motives pure and free from guile, 
His purpose lofty, good and true, — 
A precious legacy he left to you. 

Then let us walk where he has trod, 

With armor strong, our faith in God. 

We'll plant the seed, the increase He will give; 

And we will honor Froebel while we live. 

Mrs. Emily Lake Elliot, 
Graduate of the Washington Normal Kindergarten Institute. 



CHARACTERISTICS OF A TRUE KINDER- 
GARTEN. 



Perhaps the best way in this case, as in most others, in stating what 
a thing should be, is to state what it ought not to be. 

The kindergartner should not be a person wlio simply chose this as 
she would any other profession, for the sake of making a living, nor 
one who considers that little or no preparation for her work is re- 
quired from day to day, because the children are yet so small. She 
should not content herself with giving an object-lesson, priding her- 
self on the glibness with which the children count the faces, edges, 
corners, of the cube oi' other forms, then, letting tlie children build 
something according to her directions, or build what they like, with- 
out its representing xornething familiar to the child, and make it inter- 
esting to the children by associations with his own life experiences, 
or those of others, by means of a story. 

In the kindergarten for children under six, the child should not 
realize that his play or occupation contains a lesson. It should be the 
best jjroof tiiat the kindergartner understands her work, if the child, 
on being asked at home, "What did you learn to-day?" says, " Noth- 
ing ! " Perhaps later in the day, when her mamma sees her look- 
ing very intently at a little fly in the window, and asks her what she 
is looking at, she replies, "Just look at this poor little fly, one wing 
is in a vertical, the other in a horizontal position." 

She assimilated the instruction in the kindergarten the same as the 
babbling child assimilated not only the food, but the conversation 
with her mamma; learning unconsciously a thousand things every 
day. The true kindergartner should not pride herself on keeping the 
children still. She should not use ridicule to correct a child. She 
should not use prizes or any similar means to incite the children to 
great exertions. She should not specially praise children who are 
naturally more quick at giving good replies, or are not so bashful as 
those who, through no fault of theirs, cannot do 3o well in woi'k or 
speech. 

It is bad enough not to be gifted by nature, without having an un- 
just, thoughtless teacher make thein feel ashamed or wronged. 

In the true kindergarten, the children take little or no notice of 



8 NATIONAL KINDERGARTEN MANUAL. 

visitors, they are not self-conscious, nor put themselves on their best 
behavior to appear well, having been taught a lesson of deceit. They 
act the same in the presence, as in the absence of visitors. They do 
not leave the school-room with a shout of exultation, and realize a 
sense of freedom from restraint. It snould not be a school where a 
regular plan is carried out, no matter what happens. Though in the 
true kindergarten each day does have its own plan for the various 
gifts and occupations with the kindergarten materials, and each day 
has its own subject for conversational exercises, and for the songs and 
plays in harmony with it. 

I will briefly state the plan of conducting my kindergarten exercises 
during each day of the week, which may serve as a guide to inexpe- 
rienced teachers. On Monday is what I call our tuning day for the 
week, which is to do for the children what Sunday does for their 
parents. We repeat the little moral texts they have learned, and add 
perhaps a new one, and illustrate its meaning with a stor3\ For in- 
stance, " All things work together for good to those who love the 
Lord," is illustrated by the story of Joseph, who, through suffering, 
was made the instrument for saving the life of his family and of many 
others. " When the weather is wet, we must not fret, when the wea- 
ther is cold, we must not scold, but be thankful together whatever the 
weather." " Never trouble another for what you can do yourself." " If 
you are angry, count ten before you speak ; if you are very angry, count 
a hundred." " Do to others as you would that they should do to you." 
Kecess, with motion plays, always follows the conversational exercises 
of the morning as the children must alternate sitting with moving ex- 
ercises. On Monday the plays* which symbolize the trades are made 
use of. Perhaps the story of the morning was about the little proud 
grain of wheat, whose greatest ambition had been to be made into 
rich cake, the color of gold. With the blocks which are played with 
on Monday, we perhaps build by dictation a barn, a dejiot, or a train 
of cars, bringing or carrying different produce to different countries. 
Then, when they have had time given them to build whatever they 
desired, and sit quiet a few minutes, to hear what each one says his 
building represents, the genuine kindergartner knows how to weave 
all they have tried to represent into a continuous story of what might 
have happened to some little children, as, in the play of stage-coach, 
all the objects are brought into notice. How else could eight plain 
little blocks be of any attraction to children, who revel at home in 

* "National Kindergarten Songs and Plays." 



CHAUACTBRISTIOS. » 

any amount of lovely building-blocks ? Before the next occupation 
of sewing various lines and combining tliem into pretty figures, we 
again march out, and play, perliaps, " The Thresher," or " The Rail- 
road," or the " Boatman and the Teamster; " a thread of connectiou 
running through the whole morning's exercises. 

On Tuesday the conversational exercise turns upon nature, and 

we sing: 

" Tluni, luuii, hum, 
Look, the hees have come," etc. * 

We sing about birds, frogs, or the little doves. After the play of 
imitating some of these, we have the occupation of staff-laying, and 
perhaps lay a hexagon, calling it the bee's cradle, and tell a story 
bringing in many simple but valuable facts in the history of the bee. 
(See page 83, " The story of Buzzie.") This is followed again by the 
much needed and enjoyable physical exercises, which are succeeded by 
drawing on their slates, — perhaps the same forms they laid with their 
staffs, — all depending on the age of the children, or the length of 
time they have been enjoying the kindergarten training. 

If some child brought a bouquet of flowers in the morning, then 
our Tuesday bee-lesson can be brought in connectiou with the 
flowers, or they can lay a flower-pot, or the story is not so much 
about the bee, as about its having gone to sleep in a rose (see 
page 87, "Story of a little Bee"). We have to adapt ourselves to 
circumstances and to the children's moods. AVe cannot force our 
moods upon them, and should only gradually draw them to become 
interested in what we desire to bring to their notice. When the 
circus is in the city, it is useless to give them our well-pre^iared 
lessons. We must interest them by telling them stories of animals 
and all our play with the gift relates to that. 

Wednesday, we may look at some pictures and converse about 
them, or talk about the words of a new song, or we repeat some of 
the previous day's story. How well they remember it ! It is quite 
important to have the children try to tell the story themselves as a 
language lesson; but in my kindergarten we find it advisable to have 
children of various ages all united for the opening and closing exer- 
cises, and the older ones are sure to notice any little variance or 
anything left out, or not just as it was told, and they invariably beg 
me to repeat it myself. Where the children are under six, this is not 
the case, they are not so critical, and love to hear each other talk. 

* National Kindergarten Songs and Plays. 



10 NATIONAL KINDERGAIITP:N MANUAL. 

Perhaps they repeat the lesson of the pi-evious day, only with different 
materials, so as to make the impression more lasting. They take 
a square-laying tablet and place two equal-sided triangles with their 
bases touching the upper and lower edges of the square, and have 
again the hexagon or bees' cradle. The gymnastic plays are such as 
comprise every kind of physical exercise, or the play of imitating 
■what one child after another shows. We also weave on Wednesday, 
and sing: " Oh leaving, weaving, what a joy ! " etc. * 

Thursday is the day when we talk about the most beautiful liome 
on earth, our Imman bodies, and we liave the sweet finger-plays, and 
other symbolical plays, such as the spool, the wheel-barrow and the 
like. We have paper-folding for our occupation, making many geo- 
metrical forms, such as squares, oblongs, triangles, which to the 
younger cliildren simply represent the top of a table, or a napkin, 
a book, or a soldier's cap, or circus-tent. These, as well as il:eir 
sewing, weaving and parquetry, we paste in their scrap-books, after 
the departure of the children. 

On Friday the balls are used for play and instruction, witli the 
physical exercise of marching, and plays of "In all the green world 
there is nothing so sweet," etc., in relation to the wool from which the 
ball is made, and preceded by a little natural-lii story lesson. Tlien 
with the clay modeling which follows we make things first symbolized 
by the ball. On last modeling day the balls had represented various 
fruits. The clay ball was changed into a cylinder, and then hollowed 
out, so as to make a fruit-jar, so that we might have the luscious fruit 
to eat at a time when "winter rules with an icy hand and nature takes 
a rest." 

There is so much theorizing, if I may so call it, on this subject, 
that I prefer to deal mostly with the practical matters of ex[>erience; 
for one might read many volumes on the aims and uses of the Kinder- 
garten Philosophy, and yet not know what is done in a true kinder- 
garten. 

The discipline in a true kindergarten leads to self-control, self- 
government. The chief luinishment is the loss of the companionship 
of the good ; in their work and play they realize that work is jjleasure, 
idleness a trial. 



* National Kiudeigaiteu Songs and Plays. 



KIRST PART. 



MODEL LESSONS. 



FOR KINDERGARTEN AND PRIMARY SCHOOLS. 



CU) 



MODEL LESSONS 

FOR KINDERGARTEN AND PRIMARY SCHOOLS. 



MODEL LESSON No. I. 

Conversational Exercises. 

The picture-books are all being gathered n\), for it is now time for 
the Kindergarten and school to begin. We call it school, because 
children from four to ten years of age all unite in the morning exer- 
cises. The bell rings and all rise to sing, except one very small boy, 
■who has only been a day or two, and has not yet experienced the 
home feeling of wishing to be one with the rest. First they sing or 
speak their little morning prayers : 

" Now I awake and see the light,* 
'Tis God wlio kept us through the night, 
To Him I lift my thoughts in prayer. 
And thank Him for His watchful care. 
Oh, keep me, Lord, throughout this day, 
And drive all naughty thoughts away." 



Then: 



" Happy every morning,* 
When the hour comes round. 
To the Kindergarten, 
Flocks of children bound, 

La la la, la la la, la la la. 
Shaking hands together, 
Glad to meet again ; 
Pleased to learn, and spending 
Not the time in vain. La la la, etc. 



National Kindergarten Songs. 



MODEL LESSON NO. I. 13 

The Kindergartener now calls on each child to recite various verses, 
which all repeat in concert. As these verses were being taught, each 
one in turn has been carefully explained and associated in the chil- 
dren's mind by an example or story. 

To-day they learn : " The Lord loves a cheerful giver." 

" But w^hat has a little child to give ? " Several children hold up 
their hands. 

"Well, Floyd?" "We can give love." " Yes, certainly, the best 
gift of all." 

" Lulu ? " " We can give kind words." 

"Mamie?" "We can be sunshine," "That is right, dear child, 
how well you remember what I told you, when we were learning, 
'Kind hearts are the gardens,' etc. Yes, you can be either a sunbeam, 
or bring darkness where you go, by being either good and kind, or 
bad-tempered and selfish. Who wants to give sunshine?" All the 
hands are up, some children even hop up from their seats. Well, 
then, let us sing it once. All sing, standing up: 

" Kind hearts are the gardens,* 
Kind thoughts ai"e the roots, 
Kind words are the flowers, 
Kind deeds are the fruits. 

" Love is the bright sunshine 
Tliat warms into life, 
For only in darkness 
Grow hatred and strife. 

" Take care of your garden, 
And keep it from weeds, 
Fill, till it with flowers, 
Kind words and kind deeds. " 

"What will happen to mamma, if you give her sunshine?" "She 
will be happy," Parke replies. 

"Yes, she will be happy and will live longer than if she is worried 
all the time by her selfish little boy or girl." 

" What does Eleanor wish to tell me?" "We can make Christmas 
presents." 

Yes, indeed, you can give your time and the skill of your little 
fingers, and here in the Kindergarten you shall learn how to make up 
all your work to be some pretty and useful present for your friends. 

But now I must tell you what happened to little Benjamin, a few 

* " National Kindergarten Songs and Plays." 



14 NATIONAL KINDERGAETEN MANUAL. 

years ago, who was taken very sick and could not come to my Kinder- 
garten for quite a long time. His father called one day to tell me 
how sick his little boy was, and said: "I am afraid he never will get 
■well again." He could only stay a few minutes; when he was getting 
up to go, I asked the children, if they would like to send something 
to little sick Bennie. "Yes, yes, let him have my grapes, or my weav- 
ing." "Oh, he is too sick to enjoy those." 

One little pet, Alice B., only five years old, held up her hand. 
"What does Alice wish to give to poor sick Bennie V" "I can pray 
for him." So you shall; let us all remember him this evening in our 
prayers. Not long after that, Benjamin's papa called expressly to tell 
the children that God had been pleased to answer their prayer, and 
that his little boy would soon be able to come to the Kindergarten 
again. 

The verses they recited were not all Bible texts ; these were some of 
them : 

Nothing is troublesome that we do willingly. 

The sluggard says, there is a lion in the street, I shall be slain. 

(" Charlie, what is meant by a lion?" An excuse ! ) 

Do to others as you would, etc. 

But seek ye first the Kingdom cf God and his righteousness, and 
all those things shall be added unto you. 

Ask, and it shall be given unto you, seek, etc. 

Not my will, but Thy will be done. 

Thou shalt not covet. 

Never buy what you do not want because it is cheap. 

Bless the Lord, O my soul! and forget not all His mercies. 

The children were then asked if they remembered the last story 
told them, about the little Lily, which was not grateful for God's many 
blessings. Two or three of the children told each a part of the follow- 
ing story : 

STORY OP THE LITTLE WHITE LILY. 

" Once there w^as a lovely little Lily looking gaily about in a fine 
garden, which stood in front of a house in New York avenue. She 
was so lovely and smelled so sweet, she was petted by every one that 
saw her, and I am afraid she was getting spoiled by so much praise. 
She did not seem very cheerful and happy this morning, but looking 
up at the bright sunshine, she said: "This heat is terrible; I cannot 
bear it much longer. I do wish I never saw the sini again." " Good- 
by, little Lily," whispered the bright sunbeams, " we will leave, you 



MODEL LESSON NO. I. 15 

do not want us any more," and away went the sun behind a dark 
cloud. A rainstorm was coming on, but before it began to rain, the 
wind blew and rocked tlie little Lily harder than she liked. "Oh, 
tins wind is so rude," she siglied, "I wish it would never blow any 
more." " Good-by, Lily," said the wind, "we will leave you, if you do 
not want us any more." And now it began to rain; the little Lily 
was not pleased with the rain either, but shaking her head, so that 
the water ran out of the pure white cup, she cried "Haven't we had 
rain enough yet? Do go away, Rain, and never coine back ! " " Good- 
b}', Lily," said the rain, "you need not liave any more of me, unless 
j-ou want it." As soon as it had finished raining, little Clara, who 
lived in the house to which Lily's garden belonged, stepped out to go 
to visit a litte friend. "Oli, how sweet you smell," she said, and 
broke Lily off. Soon she spied her little friends coming to meet her, 
and she threw the Lily on the grass of the square, through which she 
was passing. The poor little flower began to shiver. " Oh ! how cold 
I am, if the sun would only come and warm me a little." "Here I 
am, poor little thing, I'll forgive you, now that you are sorry for send- 
ing me away." The sun warmed her, but she still felt uncomfortable. 
"What shall T do for air, I cannot breathe," she sighed. The kind 
wind heard her complaint, and began to fan her white cheeks. She 
seemed to brighten up a little under the care of her kind friends. 
But soon she felt herself shriveling up. "Oh, for some water, it is 
just what I need, or I shall surely die." A gentle shower began to 
fall, in answer to her wish, and she felt much refreshed, when Clara, 
with a whole party of children were coming by. "Why, there is my 
Lily, which I threw away," she said. "Let me have it," pleaded 
Emma, Clara's little friend. She took it to her home and placed it 
in a tall, white vase, where Lily lived for quite a long time, feeling 
very happy, and tliinking how foolish and wicked it was to be discon- 
tented and not enjoy the blessings God had given her." 

Another time the children's attention is directed during their 
morning exercises towards observing God's wisdom in so wonderfully 
making their bodies, and they are asked what good they can do with 
their little hands, then what evil. They make amusing experiments 
with their fingers and find out how much one little finger depends 
upon the other. Then a sweet story follows, where each finger is 
made to tell what he saw, and is made to move so as to afford a good 
finger exercise, with the moral that little children must live to be 
helpful and peaceful with each other. 



16 NATIONAL KINDERGARTEN MANUAL. 

MODEL LESSON NO. II. 



THE SIX COLORED WORSTED BALLS. 
By M. R. Pollock. 

"Who wants to hear a story this morning ? All hands go up joyously. 

Well, this time it is about the dresses worn by our little balls. It 
is a Fairy Story. (Teanher shows the red, blue and yellow balls.) 

Part I. 

Once these three little fairies were always dressed in white. One 
morning the fairy queen said to them, " I am going to give to each 
of you a present, with wliich you can earn yourself a bright-colored 
dress. Here is a bow and arrow for you." "Thank you," said the 
first little fairy, looking with admiring eyes at the bright golden bow 
and arrow, which was only half an inch long. 

The second little fairy received a little silver-handled hatchet, and 
the third a little spade with golden handle. 

The first thing to do, of course, was to go away from the grand old 
oak-tree, where they played every pleasant night by the light of the 
moon, until they grew sleepy and crept into the flowers to sleep all 
day. 

A bird with a bright red top-knot was hopping near the first fairy. 

"Oh!" she cried, "that is just the way I want to travel." She 
hopped upon the bird's head, and away it flew to California. There 
she saw many wonderful plants. Geraniums, as tall as our school- 
room door, and great fields of flowers, whose leaves were thick as thin 
boards with sharp prickers all around the edges, and large red flowers. 
This little cactus (showing one) is one of them cultivated, but there 
they grow wild like buttercups. Well, our little fairy looked all 
around for something to shoot her little arrow at. Bang, bang! the 
arrow went among the cactus leaves, and down dropped a little bug 
who lived on the cactus leaves, where it was born, and fed on the same 
leaves till it should die. The little fairy took two of these bugs, and 
put them in her pocket. Then she said: "I may as well fly home, 
now my little bird is here, and my arrows are all goiie. But first I 
will dance round in this clear spring-water, which has collected near 
the cactus-field, and wash all the dust oft'." 

When she hopped out, behold, her white dress was bright red; she 
felt in her pocket for the cochineal bug, and found it had fallen into 



MODEL LESSON NO. II. 17 

the water, and made the water red. Soon she was flying homewards. 
And where were the other fairies? Gamble had flown away cff to 
Mexico on a canary-bird's wing, and was trying to chop with her little 
hatchet. But it did not cvit very deep. When she was cutting into a 
gamboge-tree, a little drop of sap came from the trunk of the tree. 
Gamble took the drop, which had hardened like candy as soon as it 
felt the cool air, and put it in her pocket. Then, like her sister, she 
thought she would wash and fly home. Behold, her dress was blight 
yellow when she came out of the water, for the gum-drop from the 
gamboge-tree had made the water yellow. Now the third fairy had 
flown on a bird's wing away off to China. There she was digging in 
different places, to see what she could find. In a ditch she found 
some blue j^owder left there by people who make blueing from the in- 
digo-plant. She put some of it in her pocket, then took a nice bath, 
the same as her sisters had done. The powder in her pocket made 
the water blue, and she found, that she had on the pretty-colored 
dress which she had come away to earn for herself. She soon flew 
home again where Cochie and Gamble were under the tree waiting for 
her. When the Queen saw the bright dresses they wore, she praised 
them, and said to the little fairy dressed in red, "We will always call 
you Cochie, for the cochineal-bug made j^our dress red." "Gamble is 
your name," she said to the one with the yellow dress on, " because 
the good gamboge-tree made your dress yellow." " We will call you 
Ida," she said to the little blue fairy, " because your dress is dyed blue 
by the indigo-plant."' 

Cochie, Gamble and Ida had a merry time, and next Friday, when 
the little balls come out to play with you, I will tell you some more 
about them. 

Part II. 

HOW COCHIE, GAMBLE AND IDA MADE THREE NEW COLORS 
FOR THE DRESSES OF THE SPIDERWEB FAIRIES. 

Cochie, Gamble and Ida were three little fairies that lived in the 
woods. They were so tiny that they could creep into a flower in the 
daytime and sleep there. But at night they would take hold of each 
other's hands like the little children in the kindergarten, and sing and 
dance around. One of them was called Gamble Buttercup, and was 
dressed in the brightest yellow dress, sparkling with tiny diamonds 
like dew-drops all over it. The other was called Cochie Columbine, 
and was dressed in red, with a golden chain round its neck ; the third ■ 



18 NATIONAL KINDERGARTEN MANUAL. 

one's name was Ida Forget-me-not, and its dress was blue like the 
summer sky. 

One night they were dancing and singing: 

" Let us dance and let us sing 
Dancing in a fairy ring; " * 

when they spied three other little fairies, looking and watching them 
at their merry play. But they looked sad, and had on dresses that 
were grey like spiderwebs. Our three bright-colored fairies ran to 
them, and, taking hold of their hands, asked them to play with them^ 
But they shook their heads and said : 

" We cannot share in your delight, 
We are not dressed in colors bright." 

"Wait a minute," the little flower-fairies said, "we will see what 
our fairy queen can do for you." The queen was sitting in a beauti- 
ful pearl chair which shone witli all the colors of the rainbow. They 
knelt down before her, and said : 

" Dear lovely queen, will you endow 
Our fairy sisters with some fair gift ; 
They will not share in our delight, 
They are not dressed in colors bright." 

The queen smiled and said: 

" Dear fairies, I am pleased to see 
Your loving generosity. 
Go, bring to me a flower-cup, 
And with the night-dew till it up." 

Very gladly they ran and brought a beautiful lily-cup. 

" Hop in," she said to Cocliie. The little red fairy danced around 
in the lily-cup, and made the water bright red. 

" Gamble, hop in, and see wliat will happen when your yellow dress 
colors the red water in the lily." 

When Gamble came out, the queen called one of the spiderweb 
fairies to jump into the lily-cup. When she came out, behold she was 
dressed in a lovely orange-colored dress. (Better way is to take the 
orange-colored ball from its hiding place in your lap and say, " Behold, 
she had what colored dress on?" letting the children say, "Orange." 
Then holding up the red and yellow balls, let them say, "Red a':d 
yellow make orange.") 

Then the queen said: 

" Now go and fill this cup again 
With some fresh dew or drops of rain." 

• "National Kindergarten Songs and Pbys." 



MODEL LESSON NO. II. 19 

As soon as this had been done, Gamble said, "May T get in first 
this time V " " Yes," replied the queen, "and then Ida shall hop in, to 
see what she can do to change the color of tlie water." 

Gamble made the water bright yellow with her little dress, and after 
Ida had been in tlie lily with her blue dress (holding up the blue ball, 
the second spiderweb fairy jumped in, and came out (holding up the 
green ball) with a (children say) " green dress on ; " then holding up 
the two balls, children say : "blue and yellow make green." 

' Once more, go, bring a lily cup, 
And with some fresh dew fill it up," 

said the queen. This time Ida went in first, and made the water 
bright (children say) "blue." 

"Can I go into this blue water to see how it will change?" said 
Cochie coaxingly. 

"Yes, hop in, and dance around." 

When she got through, the third spider fairy jumped in, and when 
she came out, she had on a lovely (holding up the ball) purple dre.ss. 
("Red and blue make purple," the children say when w^e show them 
the two balls.) Now the six colored balls sang: 

" "We are a baud of fairies bright, — 
As soon as work is done. 
All through the glorious summer night 
We meet to have our fun, 
We meet to have our fun." (See page 62, " Cheerful Echoes.") 

This story may be followed by a ball play. 

They march out and form a ring. The balls are given out accom- 
panied by the fruit song (page 24 of Nat. Kindergarten), or by holding 
each one up, saying : " Cherries ripe, cherries ripe." We throw one to 
each one of the children who holds up his hands, expressing thus his 
desire for it. When they are all given out, half the chilcb'en go to the 
right, the other half stand in a straight line opposite to them, and 
sing, making the motion of throwing the ball in time with the music: 

" My ball goes up so fleetly, 
And down it comes so sweetly, 
In the air, oh hurrah ! 
In the air, oh hurrah ! " 

Not until the song is finished, they begin to throw up their balls 
and try to catch them. Those whose balls fall do not pick them up 
until the balls have been thrown up six times. Those whose balls 
fall continue to make the motion with their empty hands, until the 



20 NATIONAL KlNDERGARTElSr MANUAL. 

•leader clasps her hands after the sixth time, when all pick np their 
balls, and immediately form two straight rows again, and begin the 
same song again. When it is time to put the balls away, the children 
form a semicircle and sing: "Baby is a sailor boy," * or 

" The little ball lies in my hand 
So quiet and so still, 
I'll gently rock it till it sleeps, 
And nurse it well, I will." 

The rocking motion of the hands is done from the wrist, the chil- 
dren trying to see how far they can twist their little hands round. 
The basket is then passed around, and each child drops its ball 
softly in, so as not to wake them up. Tlien all march back to their 
seats. 

BALL LESSON FOR YOUNGEST CHILDREN. 

"Can you guess what is in this basket? I will help you to guess. 
They are dressed in bright colors; never make any noise, and they 
don't like to stay in one place all the time." 

Children say, " They are little balls." 

Teacher says, " Yes, and they want to come out to play with you. — 
But, first, can any of you tell me something about the little balls ? 
Otto? " " They can roll." 

" Roll to Otto, little ball. 
He'll take care you do not fall." 
The teacher is not ready to have the children phxy with the balls 
yet, so Otto has to roll it back to her. 
Josephine? " They can hop." 

" Hop little ball, hop on high, 
Like a bird you seem to Hy." 

Madge? "They can swing." 

" See it swing, see it swing, 
While we hold it by a string." 
It can swing to and fro like a clock, accompanied by the " Song of 
the clock," or by reciting the verse about the Linnet: 

" Sixty seconds make a minute ; 
Sixty minutes make one liour ; 

If I were a little linnet, 

Sitting on a leafy bower. 
Then I would not have to sing it — 
Sixty seconds make a minute, " etct 

* Page 26, " Cheerful Echoes." 

t See National Kindergarten Songs and Plays. 



MODEL LESSON NO. II. 21 

Milton, holding up his hand: "We can wliiii the ball around." 

Others say: "The ball is soft; the ball is rough." 

Each child is now asked what color it would like. (Observe the 
same rule about giving them out as given below, with advanced 
lesson). 

Then each child forms a nest with his hands, into which the ball 
is thrown. 

The various ball-songs and plays are now played, taking care to 
observe certain rules. For instance: Children stand at arm's length 
from each other before beginning. Heels together, elbows close to 
the body, — for the swinging of the pendulum. 

The balls move simultaneously in the same direction, whatever that 
direction may be. 

A very pleasing ball-play is that of the clock. It requires twelve 
(12) children besides the teacher. A ring is formed. 

PLAY OF THE CLOCK. 

One child, who stands in the centre, represents the pivot, while one 
hand stretched out in front is the long hand, and the other, not quite 
so far stretched out, represents the short hand. He keeps turning 
round and round, after first naming each child, I, II, III, IV, etc. 
The arms of the children in the ring are to be held down stiffly at 
their sides, and swing in concert backwards and forwards to imitate 
the pendulum while they sing: 

" Come and see, come and see, 
How goes tlie clock so merrily, etc. 
The pendulum swings to and fro 
And never from its course does go, — 
Swings forward first and then comes back, 
Always tick and always tack, tick tack." 

The child in the centre stops turning round, points to a certain 
child, who tells what time it is, by mentioning the numeral he had 
been named. The child representing the hands steps out of the ring 
to run around. The others join hands and, dancing round, they sing: 

" Hickery, dickery, dock, 

The mouse ran up the clock," etc. 

If the child pointed at has forgotten his number, another one is 
pointed to. If he remembers his number, then he steps into the 
ring for the next time. At children's parties several rings can be 
formed. 



22 ]SlATIONAL KINDERGARTEN MANUAL,. 

BALL LESSON FOR OLDER CHILDREN. 

Teacher. (Holding the six balls in her hand). Where have you 
ever seen all these colors? Well, Albert? 

Reply. In a picture in the Art Gallery. 

T. I do not mean anything where one color has been put on one 
after another, or can be rubbed out; I mean in nature, where no 
human hand has had anything to do with it. What do we see some- 
times after a shower? 

R. A rainbow. 

T. Yes, in the rainbow are the colors which I'm showing to my 
scholars. Now think of a precious stone, where all the colors of the 
rainbow may be seen ? 

R. It is the diamond. 

T. What do we need besides the diamond in order to see the rain- 
bow colors. Can you see it sparkle in the dark? 

R. No, we cannot. We need the light to shine upon it. 

T. The same as we do for the sparkling fountain, the soap-bubble 
or the prism. 

A profitable lesson can be given by explaining how Sir Isaac 
Newton discovered that all colors are contained in light. But now 
the balls are to be given out and each child selects what color and 
ball he wishes. 

Question. Ella, which ball do you choose? 

Replji. The red one, if you please. 

My little ball is red yovi see, 
Like the clierries on the tree. 

Q. What can you tell me about the color? 

R. It is a primary color. 

Q. What does primary mean? 

R. It means first, or one. 

Q. One what — in this case? 

R. One color. 

Q. Charlie, you wish to have — ? 

R. The purple one, if you please. 

Purple is my little ball, 

Like the violet sweet and small. 

Q. Is purple a primary or secondary color? 

R. It is a secondary color. 

Q. And secondary color means? — 

it. It means two. 



MODEL LESSON NO. II. 23 

Q. Yes, it means two colors which have been mixed together to 
tnake one color. What two colors make purple? 

it. Red and blue make purple. (The teacher lays the balls all in 
a row ready to give out, when each one has made his choice, so as to 
keep the attention fixed upon the conversation.) 

Parke always chooses blue ; what can you tell me about it? 

My ball so round and nice, 
Is blue like summer skies. 

Blue is a primary color. 

Q. Do you remember the name of the plant from which we get 
this color? 

R. It is the indigo plant. 

Q. In our next ball-lesson I will explain to you the process by 
•which it is obtained. Henry, which ball will you have? 

R. The yellow one, if you please. 

My ball is a yellow one, 
Like a lemon or the sun. 

It is a primary color. 

Teachei: I have not told you before, that there is another name 
for this color. It is gamboge. (All repeat the word in concert). 
This tine color is the juice of a tree in Asia. If you make a snuill 
■cut in the bark of the tree a thick gum will run from it, which hardens 
by exposure to the air, and is of a bright yellow color. We have a 
gamboge tree in America, but it is not considered quite as good as that 
from Siam. Next w^eek, when I ask about this color, I shall see who 
has paid good attention to this lesson. Bessie (eight years old) may 
write the word gamboge on the blackboard. Now, Marie, comes your 
turn. 

R. I would like the light green ball, if you please. 

My ball is green, you see, 
Like tlie leaves upon the tree. 

Q. Have you thought what you would tell me about it? 

R. Green is a secondary color. Yellow and blue make green. 

Q. How do we make a lighter shade of any color? 

it. By mixing white with it. 

Q. Now, Mamie? 

R. I would like the orange-colored ball. 

Orange colored, just like gold, 
Is the little ball I hold. 

Orange is a secondary color : we mix red and yellow to make it. 



24 NATIONAL KINDERGARTEN MANUAL. 

Q. Well, Helen, what ball will you have? 

B. A red ball, if you please. The prettiest red comes from the- 
cochineal bug, which is found in California, where it lives on the 
cactus plant. 

Teacher. Very well remembered, but now we have sat still long 
enough; (after each child has selected and received their ball) now, 
all rise, heels together ! Don't move your hand or arm after you have 
set your ball in motion. Hold your elbows close to your body. Our 
balls shall represent to-day a chime of bells. 

Sing: 

Listen to the cheerful hells, 

Calling us to meeting ; 

Yes, we know their meaning well, 

Pleasant is their greeting, etc. (" Cheerful Echoes.") 

The scholars in a primary school can make use of this song, and, 
marching in and out between the aisles, may swing their arms. 



MODEL LESSON, NO. Ill, 

Second Gift. 



BALL, CUBE AND CYLINDER. 

Teacher raps upon the box, "Wake up, wake up; it is time to 
come out and play with us. We can hear you rattling in the box, 
before we see you. Children, why do these things make such a noise? " 
Reply : " Because they are made of wood ; " another, " Because they 
are hard." Teacher: "If they were soft like our worsted balls we 
might shake them more than this, but we could not hear them. Let 
us all make a little noise,* by rapping on the table with our finger- 
tips. I will rap on the box : listen, my raps sound different from yours. 
Your table, you see, is solid, it is all filled out with wood." Opening 
the box, " Is this full and solid?" Children, "It is hollow, there is 



* A lesson on sounds may be given, teaching the difference between pleasant and nn- 
pleasant sounds. Wild animals that feed on other animals, have a harsh voice. Let 
them name sounds in nature, such as the sonu's of birds, the hum of bees, etc., the wind 
among the trees, the thunder, tlie rain, tlie liail, the rushing of waters. Ask, what is the 
sweetest sound of all. To the mother and fMthci-, the patter of little feet; to the child, 
mamma's voice. Thus we may lead children to recognize God's voice in everything, 



MODEL LESSOX NO. III. 25 

nothing in it but air." " Well Albert?" who holds up his hand. A.: 
A di'um is hollow. Lulu? A balloon. Mamie? Boxes, table-drawers. 

" Now come out little ball, I know you want to show us what you 
can do." Taking the red worsted ball out of the same box, " Did you 
want me? " "No, we want the wooden ball to-day." " Why did you 
call me?" " Oh, excuse me, I ought not to say wooden ball, I ought to 
say sphere, then you would not think I called you. They are a little 
alike, Otto wants to tell me how." 

Children : " They are both round and can roll ; " " They both have 
only one face;" "Curved in every direction;" "They have no 
corners;" "They have no edges;" "They can spin." Teacher spins 
the ball, and they sing : 

" First up high and then down low, 

This is the way the sphere does go." 
Or: 

" No matter, how fast I spin or race, 

I always show the same round face." 

The sphere is then made to roll on a plate ; each child in turn holds 
the plate and lets the ball roll around in its twofold motion around 
itself aud around the plate. If the ball rolls off, then the next child 
has his turn. If there is time, the cylinder is spun round, hanging 
from a double string, and we sing : 

" When we spin the cylinder round, 
Then a little sphere is found." 
Or: 

" AVhen we spin you round, my dear, 
Your curved edges disapi^ear." 

The strings must not be too long, or the children find it trouble- 
some to spin them. Several cylinders may be given out at a time, if 
there ai'e many children, otherwise one child at a time comes to the 
teacher, who assists those who need it, by steadying the plate. 

The cube may twirl on a long ivory knitting-needle, and shows the 
cylinder, when spinning from the centre of its face. 

More on this subject will be found in the lectures to mothers. 

telling U8 that God is love; for all things speak to us. The flowers say : " You might be 
very well off without us, but God wauts to make the earth beautiful for your liapjii- 
ness; " the same with the birds, — they sing, it cheejs them as well as us. The sun in the 
morning, shining on the child's pillow, says, " There is a time for sleeping, and a lime to 
get up and do something." Our nice school-bell, too, has a tongue: it tells us, when to 
speak gently and lovingly, to sing and laugh, aud not to fret and scold or cry ; etc. 



26 ISIATIONAL KINDERGARTEN MANUAL. 

MODEL LESSON NO. IV. 

Third Gift. 



A CUBE DIVIDED INTO EIGHT SMALLER CUBES. 

"Before we begin to build, I would like to have you tell me where 
we find the wood of which our blocks are made?" "From trees," 
several children reply. " Yes, from trees. Would we want to cut 
down nice apple and pear trees, to make blocks of them? " " Oh, no." 
" Would they cut down the nice maple, poplar and elm trees that give 
us shade in the summer time?" " No, they cut down the trees in the 
<;ountry." "Yes, and the places where many trees are growing- 
together are called forests. Are all the trees alike in the woods?" 
Children : " Oh no ! there are some great tall oak-trees, and some 
•Christmas-trees." Teacher: " Christmas-trees, dear childx-en, are those 
which are green all the year round, in winter as well as in summer." 
Teacher would say to a class of larger children : " Would you like me 
'to tell you how trees happen to be so different?" First: " The seed 
is not alike." Second: " The roots all look different." Third: " The 
size, when it is grown up." Fourth: "The form is different." For di- 
version the children may rise, and hold up their arms like the limbs of 
some trees. Held upwards, like the cedar, downwards, like the 
weeping-willow, held horizontally, like the spruce-tree, or the elm or 
apple trees. Fifth : " The leaves are different." Sixth : " The blossoms 
•or seed-vessels are different. Seventh : " The color of the wood, after it 
is cut down." Teacher shows a kindergarten block. "Which kind of 
a tree is this block made of, one that is hard to cut up, or one that is 
not very hard?" Children: "Pine-tree; pine-ldndlings cut up easily." 
"Let us play that we are in the woods cutting down pine-trees, or 
after it is cut down, cutting off the branches." Children sing " Wood 
sawyer," * page 43. Teacher gives out the boxes, containing each a 
large cube, cut up into eight one-inch cubes, after the children have 
told how many children and how many boxes were needed. T. : 
*' Now we will cut our cubes, from right to left, four squares apai't. 
It is a street, shall it be winter? Yes, then he-re comes a sleigh, 
'Ding a ling, ding a ling, merrily the bells ring' (page 24.)* Now, 
is it spring-time? All right; the children are rolling hoops. (A tiny 
■doll, kept for that purpose, marches through). There is some one 

* See " Cheerful Echoes from the National Kindergarten." 



MODEL LESSON NO. IV. 27 

going to the countiy to plant some seed. Now it is summer and our 
blocks are village roads. 1'he hay wagon is coming along. Do you 
want to ride on the top of it? Here goes Otto, Lulu, Josie (enume- 
rate all the pupils present). "And now after summer comes what?" 
Ch. : " Autumn." T. : " Very well, there, comes another wagon with 
corn, potatoes, melons, etc. Hear the men singing: 'Hurrah! 
hurrah ! the autumn brings us cheer' (page 15).* Now, children, take 
off the upjier front row and place it next to the lower front row, so as 
to make a long i-ow of it. Then take off the upper cubes of the back 
row, and place them as you did the front row. What shall we call it, 
supposing there was water flowing through?" Ch. : "A brook, a 
river." T. : "Yes, and the blocks might be the banks of the river. 
Who wants to hear a story about a frog?" All hands go up. T. : 
" Then you must move your chairs a little away from the table, and sit 
up straight." 

"Charlie went to the country every summer. He lived not far 
from a brook, and he loved to go and sit by it, and throw stones into 
it, and watch the circles they made in the water. ' (^uack, quack, 
quack,' said a mother-frog one day, ' Charlie is coming, I hear him 
singing, dive down quickly, or he will hit you." 'Coo, coo, coo,' said 
a dove to her little ones, 'come, fly up here and see the sport.' 
' Quack, quack, quack,' said a large bullfrog, ' I am not going to leave 
this nice sunny place for any little boys ; ' and he stayed on the 
mossy stone half out of the water. Charlie did not notice the frog 
for some time, but saw it just as he was going to throw a stone in 
that direction. ' What a nice chance to hit that funny fellow on his 
nose ! ' he cried, and was just going to throw the stone when he heard 
someone say: 'Do not throw that stone.' Charlie turned round in 
astonishment. No one was there. He lifted his arm again to throw 
the stone at the frog. 'Do not throw that stone.' He heard it, but 
not quite so loud this time. He did not care to stay any longer, but 
went home and asked mamma, if .she could tell him who stopped liim 
from throwing a stone at the frog. ' It wa.s the good angel in your 
little heart,' said mamma, 'some people call him Conscience. I am so 
glad that you minded him. The fii'st time he speaks quite loud, when 
you are going to do wrong. If you do not listen to him, his voice 
grows softer, and after a while you cannot hear him at all, and then 
you are sure to be very bad.' Charlie promised to mind the voice of 
■conscience, whenever it should whisjier to iiim, and he grew up to be 



* See " Cheerful Echoes," same Publisher. 



28 NATIONAL KINDERGARTEN MANUAL. 

a great comfort to his parents and teacher, and everybody loved 
him." 

"That is the way you will do also, Charlie, Sheldon," etc.? 

"Now push the two rows of blocks together. That is the same 
stone on which the fi'og sat. Cut it in halves, front to back, and place 
one on the top of the other half. Here is your cube, now build what 
you like." When the teacher goes around to see what the children 
have built, she generally seems to recognize something in connection 
with the story or the conversation. Thus to tlie child who lias made 
four columns we say, here are the trees by the banks of the brook, 
A second has a form of beauty, a flower-bed, or windmill near Charlie's 
house : if a tall tree, then it must be the one on which the little pigeon 
was sitting; and after the blocks are put away, they play "Little 
Doves,' page 33.* 

An infinite number of lessons can be given on tl:ie subject of trees, 
in connection with the blocks in the Kindergarten. 

First. The process of making the wood into blocks, accompanied 
by songs, " Wood chopper. Wood sawer, and Joiner" (page 43.)* 

Second. The difference between wild and cultivated trees. The 
place where many trees are carefully raised in tlie nursery. 

Third. The trees as homes for insects, birds, and squirrels. 

Fourth. Who feeds on them. 

Fifth. Different varieties used for fuel, for building houses, ships, 
ornaments, boxes, etc. 

Sixth. Countries where they grow. 

Seventh. How does the seed get scattered? By butterflies, bees, 
the wind, in the wool of sheep, some seem to have little wings (maple) ; 
the squirrel, carrying his mouth too full, often drops acorns that grow 
into gi'eat trees. 

Eighth. What kind of fruit-trees grow in this country and in other 
countries ? Trees used for medicine. The root of the sassafras : the 
bark of the Cinchona gives Quinine (tell story of its discovery); 
hemlock, licquorice, birch bark, all useful in some sickness. 

Ninth. The sap, without which the tree could not grow; it circu- 
lates like blood in our bodies. In the spring-time there is more of it 
and of a sweeter kind than at any other time. People then tap the 
maple-tree to take away some of it, which is made into, maple-sugar 
and maple-syrup. The sap of the pine-tree gives us turpentine, tar 
and resin. The gamboge-tree gives us the gaiuboge-color, with which 

* " Cheerful Echoes," and " National Kindergarten Songs and Plays." 



MODEL LESSON NO. V. 29 

our yellow worsted is dyed. The caoutchouc-tree in South America 
gives us gum for rubber coats and shoes. 

Tenth. The leaves of the palm are made into fans. The leaves of 
the mulberry feed the silk-worm. Peach-tree, walnut and other trees 
are made into medicine. Most all trees, the leaves of them, are used 
for the bedding of animals. 

Eleventh. Which are some of the shade and ornamental trees? 

Twelfth. Name various hard woods and soft woods; winch last 
the longer; which is the cheapest, etc. 



MODEL LESSON NO. V. 

Fourth Gift. 



EIGHT OBLONG BLOCKS, WITH STORY OF KIND HANS. 

" Here come the little houses in which our little blocks stay, when 
we are not playing with them. Who would like to live in a dark little 
house, that has no windows in it? No, none of us would. What is 
it that comes in through the windows? " Reply : " Light, air." 

Teacher : " Have you windows in the lovely home in which you 
live?" Reply: "Yes, our eyes are the windows of our beautiful 
home."* '• ^Vell, we nuist not call these houses homes, they are only 
boxes. Only living things have homes." On this occasion, a very 
interesting lesson may be given on different homes, bringing in those 
of different nations, Swiss cottages, Esquimaux' tents, or even those 
of animals, caves, nests, etc. The blocks are opened in the regular 
order. We sometimes pass them, while singing the " Railror.d Song," f 
the child using both hands, one to cover the box he will keep, and the 
other hand he uses to push the blocks to the next child. "Now let us 
lift the boxes to see whether these soldiers are standing up ready to 
march out." The boxes are lifted from the blocks, and the covers 
put inside, and under the table. Teacher : " Are they standing up?" 
Children: "Yes, they are all standing." Teacher: "On which face 

* On Thursday morDings our conversation leeson is on that subject, and after review 
of what we have had before, we always add one more fact in j)hysiology each week. 
The mouth is the door, the nose the chimney, — why we must breathe through it. What 
washes the oj-es (tears,) where is the little tear-sac? What is in the tongue that helps 
us with our food. Why must we not chew tobacco or gum. Who are the servants of 
oar home? Siug "Five little children." 

t "National Kindergarten Songs and Plays." 



30 NATIONAL KINDERGARTEN MANUAL. 

are they standing?" Children: "On their short narrow faces."" 
Teacher: "They have been in that position since last week. We 
will let them sit down on their long narrow faces. If the soldiers are 
tired, we would invite them to sit down a little while, before they go 
home. We want to make some seats for them in the park. Take 
four of your oblong blocks, lay them on their broad faces, and let 
them touch their narrow faces, so as to form a long end. Now, how 
many are left?" Cliildren : "Four are left." Teacher: "Take 
those, and let them rest just behind the first four, on their long 
narrow faces. What does it look like?" Children: It looks like a 
bench. Teacher: " Now children, separate each bench, just a little. 
Now you have how many benches?" Children: "We have four 
benches." Teacher : " Let these benches touch each other at their 
edges and corners, not with their faces, then you will see they form a 
curve, as if they were in a bay-window, or sitting around the fountain 
in the park. Otto, where are your seats?" Otto: "In the park." 
Milton: "In the parlor." Josie : " At grandma's." Albert: "In tlie 
museum." Arthur: "In the waiting room of our Turkish bath."' 
Lulu: " In mamma's room." Mamie: "In my doll's house." Ella: 
"In church." Eleanore : "In papa's office." Parke: "In our dining 
room." Winifred : " In the woods where we went to a picnic." 

"Since we are talking about a picnic, we may as well make a table. 
Leave two of the seats, and take two of the others, and let us make a 
pretty table of these four oblongs. Two of your oblong blocks may 
stand on their small faces, their broad faces toucliing. Now lay the 
other two upon them, with their narrow long faces touching each 
other. Now we will play that we set the tables. What do we put 
on first?" Children: "Plates." Teacher: " Not first of all." Chil- 
dren: "First the table-cloth." Teacher: "And then?" Children: 
"Napkins, glasses, salt, water, plates, knives and forks, spoons," are 
their replies. Milton: "We want dishes with things in them." 
Teacher: "Certainly, only we wanted to set the table first."* Each 
child may tell something that he would like on the table; teacher 
makes remarks about each thing, amusing or instructive. Teacher: 
"I know a funny story. Sit a little away from the table, and I will 
tell it to you." 



* Much prettiuv tables can be made if the children have the 3d or 4th gift to play 
with at the same time. See illustrations in the Kraus' Guide, or Wiebe's " Paradise of 
Childhood." 



MODEL LESSON NO. V. 3t 

KIND HANS. 

Hans had two brothers, Tom and Dick. One morning tlieir father 
said to them : "Now boys, you are old and strong enough to eani your 
own bread, and not have me to earn it for you. Take a good lunch, 
and start this pleasant day to see the world, and earn your livin"-." 
Hans started a little later, for he wanted to say good-bye to the cow,, 
the horse, and the dog, who would have liked to have gone with him. 
The older two had gone some ways by twelve o'clock; they were tired,, 
and sat down to rest near a spring. They took out their lunch, and 
while they were eating, they saw an old woman looking at them a 
little way off, as if she thought, I wish 3'ou would offer me some. But 
they did not, and when she asked them for some, they said, " No, we 
have only enough for ourselves." Hans came to the same place soon 
after they had gone, and sat down to eat his lunch. As soon as he 
saw the old woman, he beckoned to her and said : " If you are hungry 
help yourself;" holding out all his lunch at the same time. "You 
are a kind young man," she said. " I am not hungry, but just wanted 
to see, which of you was kind and generous. I am going to make 
you a present. They call you stupid Hans, because you are not 
always looking out for the best of every bargain, no matter what 
becomes of every one else. But they will not call you stupid much, 
longer." She gave him a plain little table. " Now, when you are 
hungry, all you haA^e to do is to say, "Table, table, set yourself." 
Hans thanked her and went on. Towards night he went into a 
tavern or a kind of a country lodging house. " Will you take some 
supi)er?" the landlord inquired. "No, Sir," Hans replied, "just give- 
me a good bed-room, I will take care of my own supper." The land, 
lord gave him a room. Hans locked the door, and said, " Table, table, 
set yourself." "Why, that is fine," said the landlord to himself; for 
he saw it through the keyhole. "I must try to have that table." — 
Hans had a fine supper, soup, fish, a glass of milk, bread and butter, 
fruit and cheese. After supper everything had gone except the table. 
He went out for a little while to look for some work, taking the key 
of liis door with him. But the landlord was a thief. He had keys to 
all the doors. He went quickly into the room, and exchanged the 
wonderful table for one of his own just like it. In the morning Hans 
had no breakfast, for the table did not mind him. He thought, "I 
will go back and find the old woman, and ask her what is tlie matter." 
"Never mind," she said, "I will give you son)ething that will make 
that cheating landlord give you back your table, for he took it when 
you were out, and gave you one of his tables." She gave him a bag. 



B2 NATIONAL KINDERGARTEN MANUAL. 

" Tliere is a cudgel in this bag. If you want to give some bad person 
a beating, say, ' Cudgel, cudgel, do your work.' The cudgel will dance 
round on the back of the bad man until you say, ' Cudgel, cudgel, 
that will do." ' Hans went back to the same tavern. He took the 
same room, and told the landlord that he wanted to talk with him. 
" Now, Sir," he said, " I have something in my bag that will punish 
you for stealing my little table." The landlord grew angry, and told 
him to leave the house. " Yes," said Hans, " as soon as I have my 
table. Cudgel, cudgel, do your work." The landlord jumped 
around the room with the cudgel beating his back all the time. 
"Stop it," he cried, "I will get you your table." Hans made the 
cudgel go into the bag, and followed the landlord to the closet. 
" Take your table, and do not let me see you again," he cried. Hans 
took his table, and after he reached the woods he had a good dinner, 
and thought he would show his presents at home. His brothers had 
just reached home, and their father was praising them for having 
each one earned a dollar a day. " Well Hans," they said, laughing at 
him and pointing at the table, " Is that all you have to show?" " I'd 
rather have it than all your money," Hans said, then sat down. — 
" Table, table, set yourself." Sure enough, there was a fine dinner, as 
any one could wish, turkey, celery, potatoes, rice, and all kinds of nice 
fruits, oranges, apples, pears, etc. Hans generously gave each 
one some of his dinner. Then he told them the story of the cheating 
landlord. "I would like to see that cudgel," his father said, "dance 
around on Mike's back, for he treated our Fido so mean this morning, 
nearly breaking his leg." They called him up, and cudgel did his 
work, until Mike promised never to abuse poor dumb animals any 
more. Hans was not called " stupid Hans" any more, and the cudgel 
made people afraid to do wrong. He stayed with his father, and was 
always the same kind Hans. 

After the story the children build what they please, until the time 
comes for putting them away. 



MODEL LESSON NO. VI. 33 

MODEL LESSON NO. VI. 

THE TABLETS. 

" What day is it to-day, children ? " the teacher inquires. 

"It is Tuesday." 

" \Vluit occui>ation have we to-day ? " 

"The laying tablets." 

"Why do we call them laying tablets, Eleanor V " 

" Because they cannot stand up good." 

" Like what else, that we played with yesterday ? '" 

"Like the blocks." 

"Yes, the blocks can sit or stand on each of their six faces." 

A little cube is covered with six various-colored square tablets and 
shown to the class. 

"What part of the cube does one of these little tablets cover?" 

" The face of the cube." 

" Arthur, describe the tablet to me." 

" The tablet lias two faces, four edges and four corners.' 

" Very gfjod. Albert, what do you wish to say ? " 

" The tablet has four equal edges and four equal corners." 

" Yes, they must be equal, or its shape would not be, what. Lulu ? " 

"Not be square." 

The children are now made to point out any square objects in the 
room. Then each child has the cube presented to him, with the ques- 
tion — 

" Which face of the cube will you have ? " 

They answer according to their wishes, the upper, lower, front, 
back, right and left one ; and as fast as one is taken off, it is replaced. 

"You may all lay it before 3'ou in such a way as to cover exactly 
one space of the squares on the table." 

Then each child receives another one. 

" Xow lay your tablets so that face touches face." 

Some of the new scholars look at the experienced ones, so as to un- 
derstand what they are to do. 

" Now let the edges of your tablets touch. What is it now. Alice ?" 

" It is an oblong." 

"Why is it not a sqiuire now ? Count the corner and edges. Foiu-, 
just like one of our tablets. Well, Norman ? " 

" The edges are not equal ; two of them are longer than the other two." 

" You have had your right and left edges touch ; now change their 



34 NATIONAL KINDERGARTEN MANUAL. 

position, let the upper and lower edges touch. What is it now, 
Josephine V " 

"It is a vertical oblong." 

" Yes, before it was a horizontal oblong. Now the corners shall 
touch. Try each one to do it in a different manner, and I will copy 
them on the board." 

This is a very interesting process to the children. 

" This time corners may touch edges. Now you shall each have six 
more to make anything you like, but you must tell me what part of 
your tablets touches. I am coming round to see what pretty things 
you have made. I only wish we had some of ]\Ir. Milton Bradley's 
Tablet Paper, then we could paste just what you made on a piece of 
paper for you to take home. I think I will have to send for some.* 
What have j'ou made, Milton ? " 

" Some steps." 

" Where may they lead to ? " 

" Up to the nursery." 

"Baby is sleeping there, let us go up on tip-toe. Oh, he is awake, 
playing with his tiny fingers. We will play with ours and sing about 
the five little children, by and bye. What! has Mamie made steps 
too ? but they are double steps. Where do they lead to V " 

" To our front door." 

" Certainly, baby has had a nice ride, now he is coming home quite 
sleepy and liungry. We too, want our lunch pretty soon. What has 
Jennie made ?" 

" I have made a train of cars, all the edges touch." 

"Where is your train going to, East, West, North or South ?" 

" North, where grandma lives." 

" Let us go with you to spend a week in the country, it is getting 
warm here now. Over there is north, towards those windows ; 
change the position of your train, it was going West the way you had 
it. AVhat has Ella made ? " 

"I have made a cross, all the edges touch." 

"Is it a gold cross to wear, or a marble cross?" 

" It is a marble cross in a grave-yard." 

" Who is buried there V " 

"My grandfather." 

" What did I tell you we must leave ^ehind, if we want our friends 
to remember lis ? " 

" A good name." 

* Paiquetry, Milton Bradley & Co., Springfield, Mass. 



MODEL LESSON NO. VI. 35 

"Repeat the verse." 

" A good name is rather to be clioj^en than great riches,'" etc. 

"But what has Carlton liere V " 

" A cross ; edges and corners touch." 

" It is very pretty. It must be a filigree silver one ; we will give it to 
mamma for a Christmas present. Well, well ! here is a flag, a chair, a 
table, a pigeon -house, a bridge, an arched doorway." 

" No, it is a church window, exclaimed the little fellow who made it. 

Bonnie, after many efforts had his little tablets stand up so as to 
form a cube. 

Milton has four circus tents, and Charles has the same, Winnifred 
and Otto are partners and have made a very pretty form of beauty. 
Parke has made a circle of six of his tablets. Two are outside. 

"This is Mary and her little lamb, and that is the school-house," he 
explained. 

A few others have forms of beauty, made systematically and perfect. 
But now it is almost twelve o'clock, and the tablets are all put face to 
face in a little pile and taken up. 

" Before we have our lunch, let us sing of the five little children." 

All sit up straight, and drumming with one hand upon the other, 
they suit the action to the words and sing — 

Five little children climb up a tree, 

Higher anil liiglier, you hardly can see, 

They climb so high, so high, so high ! 

Down they fall, into a ditcJi close by. 

Let us go and help them out. 

Poor little things, what were you about? 
Here we are again, you see, 
Thankful to you, as thankful can be, 
And if ever again we climb up a tree, 
"We'll try to be careful as careful can be.* 

The hands clap at the last word. Then " Ten little children," etc. 
At the words " let us go and help them out," both hands whirl 
around each other, so as to afford an excellent exercise and great 
amusement to the children. 

The lunch baskets are now brought in by one of the children, and given 
to the one who, holding up a hand, recognizes it as his or hers. "When 
all have their lunch before them, they are required to sit back for a 
moment, so quiet that the ticking of the clock can be heard, then the 
bell is tapped, and gleefully they open their baskets, spread out their 
napkins, begin to eat their lunch, not unlike a social party. 

* Music in Nat. Kindergarten Songs and Plays. 



36 NATIONAL KINDEEGAKTEN MANUAL. 

MODEL LESSON, NO. VII. 
STICK LESSON. 

The children are counted ; the teacher holds up thii'teen 

sticks which are two more than are needed. 

" How many sticks do we need to give each child one? " 

Children : " We need eleven sticks." 

The teaclier holds the other two in her hand : " How many must I 

put away ? " 

Ch.:"Two." 

" But how many more will it take to give each child two sticks?" 

Ch. : "Nine more with these two." 

"Each child shall have two sticks, — how many twos?" 

Ch. : " Eleven twos." 

" Yes, eleven times two. Let us build a barn. First 
Language. 

of all let us lay the foundation. "Where should we be- 
gin, with thereof?" 

Ch. : " Xo, with the basement or cellar," some reply. 

" Very well, lay your sticks three inches from the front edge of your 

^^ ^. table, in a horizontal position, so as to form one long 

Obedience. . ' -^ '. ° 

stick or line." Two more four-inch sticks are given out. 
The child who is naturally the most restless, but tries tne hardest tO' 
be orderly, is called out to be a little helper, when occasion requires. 
Before use is made of the last two sticks, the children all say in 
concert, " We have laid the foundation." The other two sticks are 
Reflection placed in a vertical position one inch within and from the 
and ends of the horizontal line. We will call these the sides 

Observation, ^f ^j^g barn. Two more sticks are given out and laid 
slanting toward each other, to form the roof. 

Short conversation on roofs, why they are needed, of what they are 
made, — wood, slate, tar, tin, straw, etc. 

"The frame of our barn is made; now can you tell me who lives 
there ? " 

Otto and Albert, who have never been on a farm, say, "Newspaper 
boys, tramps." Others mention several domestic animals. 

" Now we will put something on the roof of our barn, to tell which 
way the wind blows." Two one-inch sticks are given out, and jilaced 
in the shape of a cross on the roof. 

" Did vou ever see a weather-vane ? " 



MODEL LESSON NO. VIII. 37 

"Yes," some have seen a gilt horse or weathercocks. They all 
stand np and sing : 

" Like the weather-vane is going,"* 

Physical exercise. '^^^^^ ^hey Sing to the melody of the Wind-Mill, 
p. -id, of the National Kindergarten Songs and Plays : 

" The weather-van» needs the wind to blow, 
Or else it can not go, go, go," etc., 

adapting the words to the subject. 

Geoffiaohv They make the weather-vane turn to the north, to the 

soutli, the east, and the west, representing themselves 
the weather-vanes. They sit down. Now our barn should have a 
door. Then two-hich sticks are given, and a door is made. Each 
child tells what goes into his barn door, — cows, goats, etc. 

"The door must not be narrow like our doors, because sometimes 
a large body comes out, which none of you have mentioned. It is 
drawn by oxen or horses." 

"Yes, the hay-wagon." 

Children sing : 

" Hvu-rah ! hiu-rah! the autumn brings us cheer," 

page 14, or " Xew Mowing Song," page 51). When they are seated 
T arain, thev exemplify with their hands, various sizes, first 

Language. f:> ^ j i j ' ' 

wide, then narrow, high or tall or low. Teacher mentions 
Ben j. West, who began his art career by drawing pictures on a barn 
door. Teacher has the children draw the picture of a barn on the black- 
board with a weather-vane on the roof of it, and she herself draws the 
picture of a chicken going into it; each child doing a small part of the 
barn. The children now make what they please. The sticks are gath- 
ered up, after each one has placed them in groups according to the 
sizes, and the children march out to play. 

Sing " The Farmer," " Mowing Song," or " Weaver John." f The 
occupation which follows is weaving. 

* Page 25, of " Cheerful Echoes." 

■f Page 44, National Kindergarten Songs and Plays. 



38 NATIONAL KINDERGARTEN MANUAL. 



MODEL LESSON, NO. VIII. 

RINGS. 

Teacher holds up a little stick. " If I should ask you, children 
how you would make a i>icture of this little stick ou your slates or on 
the blackboard, what would you do?" 
Ch. : " We would draw it." 
T. : " Draw a stick?" 
Ch. : "No, draw a line." 

T. : "Yes, you would dr.iw the pictiire of it, like this?" (drawing 
a zig-zag line.) 

Ch. : " Oh no, it must be a straight line." 

T. : " Let us all move our fingers up and down in a straight line. 
Good. Can you make any other kind of a line ? " 
' Ch. : " A horizontal line, a slanting line." 

The children move their pointing fingers as directed. 
T. : " But I know how to draw another kind of a line. If I were 
going to draw the picture of our ball, what kind of a line would I have 
to draw ? " 

Ch. : "A round line." 

T. : "We do not call it a round line, we call it a curved line: 
Show me a curve, Alice?" 

A. : " The fire-place." Children hold up hands. 
" Well, JMilton ? " 
" Our eye-brow." 
"Charlie?" 
"The picture-frame." 

T. : " Now, let us make a curve with our arms like a rainbow, now 
with our pointing fingers. I have something in my hand which is 
curved. You shall all have one." T. shows a half ring. " Is this 
made of wood?" 

Ch. : " Oh no, it shines, it is brass." 

T. : "It is made of strong wire. We can not chop it, like we can 
wood. Holding it curved upwards, what part of this half ring is 
turned upwards?" 

Ch. : " The points." , 

T. : "Let us call it the ends." 

The children each receive a half riner. 



MODEL LESSON NO. VITI. 39 

T. : " Let us all have our half rings curved upwards, as I had mine 
Do you know anything curved upwards like this ? " 

Ch. : " The rim of a hat, the rocker of a chair, of a cradle, etc." 

T. : " Let us turn it in the opposite direction, the ends downwards. 
What might it be V " 

Ch. : " A wicket, a window, a hat, an umbrella when open." 

T. : "Now turn it to open toward the right. Now let it oneu to 
the opposite side." 

Ch. : " It looks like the moon." 

Charlie : " If we put the stick to it, it looks like a sickle." 

T. : " What did I give you children ? " 

Ch. : " A half ring." 

(A good lesson on minerals can be given another time. Or a lesson 
on mines, or on metals, on their variety and uses, etc.) 

T. : "I want you to have a whole ring. What nuist I give you 
now ? " 

Ch. : " Another half ring." 

Teacher shows another, but much smaller, " Will this make a whole 
ring ? " 

Ch. : " No, it must be the same size." 

T. : "That is right. How many children are here? (They count 
twenty.) How many half rings must I give out? " 

Ch. : " Twenty." 

T. : " Now we will join them together carefully, and what have we ? " 

Ch. : " A whole ring." Children mention round bodies, such as 
seeds, bubbles, fruit, etc. 

T. : " But you see, we can put our fingers through this ring. Mention 
things like it." 

Ch. : " Hoops, bracelets, links of chains, our rings, curtain and 
portiere rings, finger-rings," etc. 

T. : "What is the smallest of which you can think?" 

Ch. : " Baby's finger-ring." 

T. : " What is the largest you have seen ? " 

Albert : " The fence around the park." 

T. : " What is the prettiest ring of all?" 

Ch. : " Flower-bed." 

T. : "Sure enough, it is my flowers I have in my mind, you all are 
the flowers in my Kindergarten; now you can come out and sing: 
' Form a ring, form a ring so sweetly,' etc. page 19.* Leave your i-ings 
on the table, and let us play for a few minutes." 

* Cheerful Echoes. 



40 NATIONAL KINDERGARTEN MANUAL. 

Children marcli out to the tune of "The time has come for play," 
page 11,* or "Let us form a ring," page 29, f or they may play " Roll 
the hands," etc., a fairy play. Then march back. Each one re- 
ceives a whole ring, and lays any form he pleases. The children may 
be allowed to copy their forms on the blackboard. It is desirable that 
there be blackboard enough for several children to copy simultaneously. 
Teacher helps them to put their initials inside of the ring which they 
have drawn. They may use another ring for a guide, which they 
place back in the box on their way back to their seats. When each 
one has made a picture of his form, all the half-rings are gathered up. 
Teacher shows them how the picture of a ring may be changed to a 
picture of a solid ball, by shading it. She fills it up with chalk marks, 
then rubs her finger over it, to erase all the marks of lines. The 
children do this with their ring on their slates, fill it out, breathe on 
it, rub it gently with the finger, and perhaps call it the moon. Then 
a drawing lesson may follow with curved lines. 



MODEL LESSON NO. IX. 

PAPER FOLDING. 

A number of questions may be atked. What is paper made from? 
Cotton, straw or almost anything that belongs '.o the vegetable king- 
dom. It can be made from almost any fibrous substance. Some 
very fine paper is made from rice, and in China they make some most 
beautiful articles with that paper. Asking the quality of the paper 
means whether it is thick or thin, smooth or rough. The child chooses 
which color he will have, and then the same rhymes as are used with 
the balls of the first gift may be used, " This little sheet is red, you 
see, like the apples on the tree." Then ask the child to tell something 
of the same shape as their sheet of paper ; they may say a napkin, top 
of a table, a picture-frame, a square looking-glass, etc. What kind of 
a face has it? Flat or smooth ? What else has it? Edges and cor- 
ners, the upper edge running from right to left, the lower edge run- 
ning in the same way, the edge to the right goes up and down, the 
edge to the left runs in the same direction. With very young children 
it is best to teach them without their knowing it. We say, now run 
your little fingers along the lower edge ; now along the upper edge; 

* Choerful Echoes. 

■f National Kiudeigarten Songs and Plays. 



MODEL LESSON NO. IX. 41 

now the lower edge wants to go visiting the upper edge. Now let vis 
open it, — why we have a little carriage seat, and we will go riding. 
You can then tell a little story and bring in the song "Wait for the 
wagon." It is also the shap3 of a book ; and the children sing a song, 
or read a story out of their books, a favorite pastime. We take the lower 
right-hand corner and fold it against the upper left, it will then be a 
shawl, and to the older children, a triangle. It is also a tent, and we have 
a play asking what kind of a tent it is, some say a circus tent ; then ask 
what pets the different children have. It can also be a store, and we 
make a market by joining all the tents together, then introduce a 
story suitable to the occasion. It may represent a hill, and we sing 
"Jack and Jill," then take the lower left hand corner and fold it 
against the upper right. The children may show you the centre, and 
sing, " Thumbkins says, I'll dance, Thumbkins says, I'll sing,"* etc. 
Then take the lower right-hand corner and fold it against the centre, 
we have now the ivy leaf, and fold the upper left down to the centre, 
and when a third corner has been folded to the centre we have a 
little envelope ready to be closed, which you do by folding the fourth 
corner to the centre. We show the child where to put the stamp. 
Each child receives a round circle of the parquetry paper, and is par- 
ticular to paste it in no other place but the right-hand upper corner, 
to save trouble (we tell them) to the people at the Post-Office. If it is 
near Christmas time, we address the letters to Santa Claus, each 
child having told what he would like to have. 



When speaking of the material paper is made from, we may intro- 
duce the subject as follows: 

Did you ever hear the men going round singing, 

" If I had as much money as none could tell, 

I never would cry, old rags to sell '' ? (Page 48. )f 

Well, one day Josie's pet kitten with its blue ribbon round its neck, 
took a notion to play round a rag-man's push-cart, while he Mas in 
the house talking to Josie's mamma, and buying her rags. It finally 
crept into one of the bags and went to sleep. The ragman came out 
of the house and put some rags into the bag where pussy was sleep- 
ing, and went away down the street, where he stopped at a man's door 

* " Songs .ind Games for Little Ones," published by Oliver Ditson. 
I Cheei-ful Echoes. 



42 NATIONAL KINDERGARTEN MANUAL. 

who bought all the old rags, to have them made into paper. When, 
he opened one of the bags Pussy jumped out. 

" Are you going to sell Pussy too ?" 

"No," the ragman said, "you can have it for nothing." 

Meanwhile Josie was calling her pussy, and asking every one whom 
she met, if they had seen her kitten. 

" What is the matter with Josie?" said papa when he came home 
to suj^i^er. 

" My kittie is lost," said Josie. 

"Never mind," said papa, " I will advertise it." 

So, the next morning, a poor boy who wanted to buy some school- 
books, but had no money, was going by a board fence. There was 
a paper pasted on the boards, and he stopped to read it. " Lost, Grey 
Kitten, with blue ribbon round her neck. The finder will receive 
$2.00 reward;" and then it told where to bring it. " O," thought 
Louis, " I saw a cunning little kitten this morning as I passed by that 
paper factory." He went to Josie's house and told them where they 
could find her kitten. Mamma and Josie went out and found it was 
her kitten. Tliey thanked the gentleman for taking care of pussy, 
and gave Louis the $2.00 when he called the next day, and he was 
glad to be able to buy his books. 

What kind of rags make the finest paper? What is coarse wrap- 
ping-paper maile from? What is paper used for? These subjects. 
may serve for the object-lessons for many days of paper folding. 



FOLDING WITH LARGER CHILDREN. 

"Thursday is our day for folding. Before we make anything 
pretty let us have a riddle, wliich you can let the folks at home 
guess also. You remember 'vliat I said about the foundation of 
a house ? 

Ch. : " Yes, we cannot build the upper stories, or the roof, until 
we have laid the foundation." 

T. : " Very well, to make any thing with our paper we must begin 
with the foundation. How do we get a centre ? " 

Ch. : "By making a vertical and a horizontal fold." 

T. : "Very well, I shall call these our foundation or fundamental 
folds." 

Ch. ; " We also fold from corner to corner." 



MODEL LESSON NO. X. 



4^ 



T. : " Certainly, but we will not make the diagonal fold until we 
have guessed our riddle." 

After the vertical and horizontal folds have been made, the lower 
edge of the paper is folded to tlie middle, the same as with all the 
other edges; then there will appear sixteen small squares." 

T. : " Now, children, see how many squares you can find in this 
paper. I can find twenty-nine in mine. First the sixteen small 
squares, then the original square before it was folded." and so on. 

It can be shown and explained on the board. The same riddle 
another time can be given to find how many triangles are contained 
within the four-inch square. The children's names are written on 
the squares, they are gathered up and a fresh sheet is given them, 
either to fold what they please, or to make some pleasing form of life. 
For instance, dictation: ''Change your square into 
an oblong. Point to the lower right hand coi'ner. 
Turn it up to the middle line so as to make a 
right-angled triangle, beside the square." 

" You see, the right-hand upper corner went down,, 
and now the left-hand lower corner says it wants to 





go up. 

" Show me the vertical line in the middle. Bend it together 
so that both points are on the same side. It makes a flag." 

Five inch-long staffs are given out, and with the help 
of a little mucilage the children are delighted to have a 
flag. Their names are written on them. They may march 
out with music, or let the wind blow their flags from dif- 
ferent directions with the words, " Which way does the wind blow? 




MODEL LESSON NO. X. 
PEAS AND STICKS OR WIRES. 

(In Germany each child has a pricking needle, with which he makes 
a hole before using the stick, to prevent the breaking of the point). 

The kindergartner brings a box of small sticks of various sizes, 
called the Eighth Gift, representing the edges of the solids, with which 
the children play. Some of these little ones have already visited the 
kindergarten the previous year. A bowl with soaked peas, and some 
dishes belonging to a toy tea-set are also brought into requisition. 



* N:ition;il Kindergarten Songs. 



44 NATIONAL KINDERGARTEN MANUAL. 

" Hugh, what is this in my hand?" 

" A little stick." 

"Is it like anything we have used in our work before, Fannie?" 

"It is lilce a slate-pencil." 

Other children reply : '■ Yes, like a lead-pencil, a gas-pipe, the leg of 
a chair, a stick of candy, a tree." 

'' What part of the tree, Elma?" 

" The trunk and limbs of the tree." 

" But we are not going to play with sticks alone this time ; here is 
something else that I will give you. By using this we cannot only 
lay anything we wish, but can put it together and hold it; yes, we can 
take it home to give to papa or mamma. Is this pea shaped like the 
little stick ? " 

" No, it is like a ball ; it is curved in every direction," says Helen, 
one of last year's pupils. 

" Like our worsted balls ? " 

" No, like the wooden sphere," says Elsie. 

"The very same form, but of different material. Why do I not 
give you cunning little wooden balls to play with?" 

" It has to be soft, or our stick will not go into it." 

" Why should the stick be hard, can you tell me?" 

" Because the point of it must be firm enough to break the skin of 
the pea and hold it there." (This reply is given witli the teacher's 
help.) 

" If the pea was made of wood, what would happen to the little 
stick wlien it tried to pierce a hole in it?" 

"It would break." 

" What is the pea made of? " 

" It grew." 

" That is a very nice answei", Elsie. It is part of a plant, and virhile 
it was growing good mother earth fed its roots every day. Tiie kind 
rain and loving sun all did their best to help the little pea-vine grow 
tall, and change its pretty flowers into pods with peas in them. None 
of us can make a pea. God has given to tlie earth all that is wanted 
to feed the little pea. Now each cliild shall have four sticks and four 
peas. I want you to make me a square window. Laura, what size 
must these little sticks be to make a square window with them ? " 

" They must be equally long." (Last year's pupil.) 

"Yes, that is so. As soon as a window is made lay it down and 
sit back in your chairs. In what direction do two of your little sticks 
run, Arthur?" 



MODEL LESSON NO. X. 45 

*' Two run in a vertical, and two in a horizontal direotiou." 

"Felix, wliat part of the window are your peas?" 

" Tlie corners." 

" All that is wanting- is a pane of glass." 

Each child now tells what part of the house their window belongs 
to. One child lias a church window with pretty pictures on it, another 
a prison window. Then a short story about a poor, sick child, who 
could never go out to see the trees oi* play in the garden, and how his 
little friend brought him a pet plant, which he placed in the window 
that it might be kissed each day by the sun. How contented and 
happy he felt watching it grow! After the story the children amuse 
themselves making anything they please. Four more sticks are given 
to them, and the toy teacups of each filled with peas. One little girl 
begs for a curved wire so as to make her name, but is told that they 
cannot have wires to-day, as the children are permitted to carry their 
things home, but when they use wires they have to be used again in 
the kindergarten. She is shown how to break the sticks so as to form 
curves, and she makes a perfect '• Alice." 

As the time approaches for the primary class to come in for recess, 
one of the children collects all the sticks, after they have been sep- 
arated the larger from the smaller, and laid orderly before each one. 
The peas and dishes are put away by the teacher, and soon the older 
children march in and take their seats. Then they all arise and 
march out. Their hats having been given to them in their seats, they 
go out to the play-ground and form a long row to play the " Gardener 
and the Flowers " (A'a^/onaZ Kindergarten Songs and Plugs). The 
gardener, represented by Miss Louo, sings : 

" Some flowers I want to find, 
Into a wreatli to wind, 
I want you one and all, 
The larger and tlie small." 

The "Flowers " sing, advancing three steps, holding each other by 
the hand, and then stepping back again : 

" Pray, sir, but do not find us 
Into a wreath to wind us, 
We'll in the garden stay ; 
We love our liberty." 

The gardener claps her hands, and all the flowers run to the other 
side, trying to escape being caught. Each larger child holds a smaller 
one by the hand, to prevent their falling. Every one caught becomes 
a gardener with the first, and helps catch the flowers, singing the 



46 NATIONAL KINDERGARTEN MANUAL. 

gardener's part of the song. After the flowers are all caught a ring 
is formed and they sing: 

" The flowers now are found ; 
Into a wreath they're wound ; 
So sweetly it is scented, 
To our friends we will present it." 

Then all inarch into the house, singing a marching tune. As they 
pass through the recitation room they lay their hats upon a long table 
they pass, without interrupting the march, while one child remains 
behind to hang the hats up in their places. 



MODEL LESSON NO. XI. 

CLAY MODELING. 

" Who can tell me where we find our nice clay?" 

"In the ground." 

With larger children we give a lesson either in mineralogy or 
geology. They tell us of various things found in the ground ; all the 
various minerals, such as clay, chalk, slate, magnesia, sulphur, etc., all 
the common stones, such as marble, granite, etc., diamonds, and other 
precious stones, to be written on the blackboard as fast as they are 
named. 

With younger children, they tell us different things made of clay, 
such as bricks, dishes, flowerpots, vases, etc. The oil-cloth table 
covers are now spread over the tables, then we take a piece of clay 
and speak of the object which we intend to make, which perhaps is in 
connection with what we played, or with the preceding occupation. 
We have had the Second Gift, and had been spinning the ball, cube, 
and cylinder. All try to make a ball of clay. 

Teacher: " Let me see how nice your ball can run. Milton, yours 
seems to have a flat face. Ella, there is a round corner, that will not 
do. Albert, there is a kind of a curved edge on yours. What is the 
form of a ball?" 

Children : " A ball is curved in every direction." 

Teacher : " The ball says : 

" No matter how fast I spin or race, 
I always have the same round face." 



M()Dp:l lesson no. x:. 47 

"These balls are iiicely made; now take your wire and see how 
evenly we can cut them in two. What have we now ? " 

Children: "Two halves." 

Teacher : " Yes, two half spheres. Sometimes people say hcmi for 
half; another word for half is sew/, but this word is not used when 
we talk about balls or spheres. If papa has a newspaper that comes 
in the middle of the week and at the end of the week it is called a 
semi-\\eek\Y paper, when it comes at no other times. Those that 
come every day are called daily papers. You may make whole 
balls out of each half ball. Try to have them exactly alike. (In 
some Kindergartens a tiny pair of scales are given for every two 
children.* In the nursery this is eminently practical and delightful ; 
of course it is only used on one day of the week for tliis particular 
purpose.) Now we are going to cut our two balls. How many half 
balls have we now?" 

Children : " We have four half balls." 

Teacher: "These we will make again into whole balls. Now each 
one has four marbles; we might call them peas, as we are going to 
put a stick into them pretty soon. But first we are going to divide 
each of our four balls into halves. How many has each one now?" 

Albert: "I have eight." 

Teacher : " As soon as you have made each half into a whole again 
you shall have some sticks, and we will make something to take home 
with us. Here are four sticks. Make a square with four of your 
little clay peas. Lay it near the upper edge of the table, away from 
the others. Now make another square with the rest. What have 
you now?" 

Children : " We have two squares." 

" Here are four more sticks (tooth picks) and you may use them to 
connect j'our two squares. Take one of your squares, let it rest on 
the table, now put one stick in it and let it stand up vertically from 
each ball at the corners. That is riglit. Now place your second 
square on the top, what is it ? " 

Children : "It looks like a cube." 

Teacher : " How many corner balls did you have to use? " 

Children: " Eight balls." 

Teacher : " Count the sticks or edges. How many around the base." 

Children : " Four edges ; four around the upper face, and four stand- 
ing up vertically." 

Teacher : " Could it look like a cube if there were not twelve edges? 

* Small druggist-Bcales would help ensiue the balls being of the same weight. 



48 



NATIONAL KIXDERGAKTEN MANUAL. 




Xow we will tie a j^iece of different colored worsted to each one so 
tliat you can tell which belongs to you, for we have to put them 
away till you go home."' 

If time permits, each child receives another 
piece of clay to make what he pleases. If the 
children have been some time in the Kindergar- 
ten, they can be taught what is the meaning 
of solids by comparison with the wooden 
cubes. They should all learn how to draw a 
cube before they have been a year in the Kin- 
dergarten. They are prepared for doing this by 
the pasting of parquetry. Three of the leaning 
squares or diamonds make the picture of a cube. 

Warm water and towels being ready from the beginning, two 
children at a time go to wash their hands. The dry crumbs of clay 
are brushed into a tin pan to be covered with water for a few days. 
Two or three days before we wish to vise the clay, it is removed into 
a dry napkin, and laid in a dark place till wanted. If not dry enough 
by that time lay it in a warm airy place. If too dry, wet the napkin 
by pouring water over it several times. The day it is wanted we 
change the napkin for a dry one, and give it an oblong shape by 
striking it against a hard siu'face, a marble slab or the stove hearth is 
the best. This gives it the desired consistency and shape for cutting up. 



MODEL LESSON NO. XII. 
THE GONOGRAPH OR CONNECTED STAFF. 

Teacher : " What is this in my hand ? "' 

Children : " A wooden stick." 

T. : " Only one ? " (Opens it.) 

Ch. : "No, there are more than one." 

T. : "Yes, let us count them. (Counts up to ten.) Ten sticks, or 
I call them staffs, are fastened together by a kind of tack. But it 
is not a tack, because its point might hurt our fingers. It is a 
rivet.* What do you .^^ee on tliis staff V" 

Ch. : " Lines and numbers." 



* With older children, they raaj' mention other thinsfs wliich are connected, such as 
doors by hinges, chains, clothes by straps or thread, leaves by the stem, limbs of the 
body by joints, etc. 



MODEL LESSON NO. XII. 49 

T. : " And tliey are all the same distance from each other, like the 
lines on your tables or on our blackboard." 

Ch : '• It looks like a ruler or measure." 

T. : " Yes, and some other time we will measure with it." 

Each child receives one, but is told to leave it before him without 
unfolding it. 

T. : ''In what position is our staff?" 

Ch. : '• Front to back, vertical." 

The children are told to put the palms of their hands together and 
move them up, then down, saying, " Up and down, vertical." Then 
thev are told to open their hands with palms downward, and only the 
tips of the middle fingers touching, when their staffs change to 
assume the horizontal position, and they say, '• From right to left, ov, 
from side to side, horizontal." The teacher changes the position of 
her staff. 

T. : " Now it is in what position ? " 

Ch. : " In a slanting position." 

T. : "Like what? Look around I " 

Ch. : " Like the cord of the pictures." 

T. : " Now unfold one joint of your staff." 

Ch. : " It looks like letter L, like a carpenter's rule, a hatchet." etc. 

The gonograph can sit up on the table without being held. 

T. : '• You see it forms a corner where they are joined. The out- 
side of it we call a corner, the inside is called an angle. Do you see 
any squai'e corners in this room like this? Well, Norman? " 

Ch. : " The corners of the room." 

Another Ch. : "Our blackboard." 

Still others : " Our tables, the windows, the squares on the table," etc. 

T. : " Yes, they all have right angles or square corners, the same as 
our cube which we spin around sometimes. Now see me make this 
angle smaller." The right angle is changing to be a sharp one. " See 
how sharp I make it. You may do so. Now let us use three of our 
staffs. How many sides ? how many corners ? " (Carefully avoiding 
pedantic school ways.) 

They make in succession the leaning square, the vertical oblong, 
the horizontal oblong, the rhomboid, the kite or trapezium, the half of 
a hexagon, wliich we call the trapezoid, the pentagon, hexagon, oc- 
tagon and circle. Of course not in one lesson, but in twenty lessons 
or more, always adding a little to what is well understood from the 
previous lesson with this gift, always connecting with each geo- 
metrical form something known to the child; for instance, the 
trapezoid may look like a shoe or a boat. 



50 NATIONAL KINDERGARTEN MANUAL. 

We may ask the children to make us something tliat has only right 
angles, then something that has only dull (obtuse) angles, then one 
that has two of a kind or three. Before these staffs are taken up 
they always make whatever they like. They must be taken up in 
regular order, folded up, and lying in a vertical position before each 
child. In teaching the word " acute " you may say, " sometimes when 
a little boy gives a very nice answer, people say to him, ' Well, you are 
a cute little fellow.' That means he is sharp. We call this sharp 
corner cute also, and say it is a-cute little angle." 

The connected staff is always welcome to the children, and may be 
followed by sewing of lines, by drawing, or tablets. 



SAND IN THE KINDERGARTEN, 

With the Younfjest Children. 

For playing with sand we use oil-cloth table covers, round tin pans, 
holding about a pint, toy shovels, one inch wide, and different shaped 
patty pans. AVe show them how to press the sand firmly down with 
the bottom of the large pan, before they turn their cakes out. After 
they have had this occupation a few times, we give to each child a 
piece of a thin flat stick to cut their cakes with. One of the inter- 
lacing sticks makes two. The children at first make very imperfect 
halves, but with judicious oversight they will divide their cake into 
perfect halves, quarters, and even eighths. Some children like sand 
as much as clay. The children must consider it a privilege to be al- 
lowed to take turns in wiping off the shovels and pans when the sand 
is taken away. Before it is given out, we talk about where we find 
the sand, what people use it for, and learn the little verses : 

" Little drops of water, 

Little grains of sand, 
Make the mighty ocean 

And the beauteous land. 
Little deeds of kindness, 

Little words of love. 
Make our earth an Eden, 

Like the heavens above." 



SKCOND PART. 



STORIES 



FOR THE KINDERGARTEN AND THE FAMILY. 



(51) 



THE ART OF TELLING STORIES. 



Good stories, if well told, are to children what powerful and excel- 
lent sermons are to their elders. 

They place different phases of life in vivid colors before the mind's 
eye, enrich our experience and incite to noble deeds. 

They exercise the imagination, form the sympathies of the child's 
heart, and awaken latent energies of the soul. By means of stories 
the child learns to make observations of people, animals, and of nat- 
ural, artificial, and artistic objects. 

Unfortunately little children do not have enough of the right kind 
of stories told them. 

There is no more powerful means at the disposition of the intelligent" 
educator for awakening and cultivating a taste, an appreciation of all 
lliat is noble, true and beautiful. 

The same as the flower seeks for and enjoys the sunshine and rain, 
so does the child yearn for stories. If you tell him, you cannot think 
of any, then he will beg you to tell him an old one. Froebel says : 
" A good story affords the child a refreshing, strengthening bath, it 
proves a gymnastic exercise for his mind and soul." 

The educational value and interesting feature of the story makes 
demands upon all the reasoning faculties of the child, for lie learns to 
compare and measure his own life with that of others. Not only does 
the attraction lay in the vivid coloring of the stories, but the life that 
breathes through them is made the more interesting, the further 
removed it is from the life-experiences of the child. During his brief 
existence, he has noticed many things which seem to stand in relation 
to each other, and he has an unconscious longing to understand some- 
thing of the physical and the spiritual thread that connects all things 
in life. Children are certainly to be pitied who are refused when they 
ask for a story or have only such told them as are lacking in life and 
power. All teachers should take this important subject into consider- 
ation and make a science of story-telling. 

r)3 



54 NATIONAL KINDERGARTEN MANUAL. 

Classification of Stories. 

Stories can be divided into two principal divisions : true stories and 
those that are not trne. The first may be drawn from the child's own 
life. If taken from the lives of other children, the feeling common to 
all humanity must not be entirely lost sight of, no matter how strange 
the events may be. 

Adapt your stories to the children's ages: the younger the children, 
the harder it is to tell stories that will command their attention and 
interest. 

With smallest children a short thi-ead and very little circumstance 
dwelt on, and described minutely. Strong points must follow each 
other in quick succession. The child may desire longer stories, but is 
unable to follow them. If you can draw, and have no other means for 
illustration, a great deal of interest may be added by thus illustrating 
the stories. 

In the kindergarten select such stories as can be carried out af- 
terwards in their own actions, as with their building and their 
plays. 

Give opportunity even to the youngest to repeat some of the story, 
even if he only gives one sentence. Don't correct the child, but help 
him to find the thread. Tell your story not only with verbal language, 
but with expressions of face and hands, not strong enough, however, 
to divert the child's attention from the story. 

Use no slang nor high-sounding expressions ; do not speak of things 
in general, but identify, be explicit, give a name to the persons in your 
story (I generally use the names of the youngest children present), 
give a location to the places and to the events that transpire; make 
your sentences short. 

Use the tone of voice most likely used when certain people talk in 
the story; use dialogue and do not speak in the past tense. 

Speak plainly and natural, neither too soft nor too loud, too slow or 
too fast. Do not interrupt your story by asking questions of the chil- 
dren: the disclipine of attention will thereby be lost; questions may 
be asked before and after. 

A simple and natural explanation can be made to substitute part of 
the dialogue of the story. 

Introduce rhymes all you can : this increases, in a great measure, 
the enjoyment of the children. 

If a story is to be continued, it is well to have a heading to the 
chapters. When the story is repeated, do i ot cliange anything, it 



THE ART OF TELLING STORIES. 65 

detracts from the interest and causes the child to interrupt. Words 
may be changed, but not events. 

Tell mostly about good actions done, never of faults or wrongs 
which may never yet have come under the observation of the child. 
All murder, robber, or ghost stories must be strictly avoided, and never 
tell such stories as will inculcate fear in the child. 

Moral stories may be preceded and followed with the recitations of 
the verse for the week, such as : " Honor thy Father and thy Mother ; " 
i'lle who digs a pit for others shall fall into it himself; " "Praise the 
Lord, O my soul ! and forget not all his benefits; " "If you are angry, 
count ten before you speak; if you are very angry count a hundred;" 
"The Lord loves a cheerful giver; " "Never spend yo'u- money before 
you earn it;" "Blessed are the peace-makers for they shall be called 
the children of God; " " 4 good name is rather to be chosen than great 
riches, and loving favor rather than silver or gold;" -'Honesty is the 
best policy:" "A soft answer turneth away wratli; " " Never trouble 
another for what you can do yourself; " " Do not put off for to-morrow 
what you can do to-day ; " "Judge not, that you be not judged ; " " All 
things work together for good to them that love the Lord." 

Many Bible-stories are suitable ; do not tell them in a ceremonious, 
sanctified manner. Have a regular time for tliem, liave them go with 
the Bible-verses and moral precepts. 

A careful selection of Bible-storie.s should be made : not the quantity 
but the quality is of the utmost im^jortance. With Froebel, we think 
the child, as a member of the human family, shall be made to under- 
stand at least the meaning of the various Christian holidays, so as to 
have their conduct in unison with our own on such occasions. Simple 
historical stories should be told on those days. 

Are fairy stories advisable? By all means. Some object to them on 
the ground that they are not true, but do not children talk to their 
dolls and other toys the same as if they were I'eal, perhaps more. The 
love for the wonderful in a greater or lesser degree is inborn in every 
child, and the cultivation of the imagination and poetry of the soul 
are as important as any other soul-faculty ; and those unsympathetic 
and thoroughly utilitarian persons we meet with in life, are to be 
pitied for their starved childhood, wliicli resulted in ii:n row, onesided 
views of life. Of course, certain limits must be observed; there must 
not be too many of them. 

The right kind of fables are very desirous, such as exem])lify grati- 
tude, as for instance the fable of "The lion and the mouse," or "the 



56 NATIONAL KINDERGARTEN MANUAL. 

two stories of the pine-trees" the one where it was discontented with 
its needles, the other of the pine-tree which complained that it had 
no opportunity to do good. 

Tlie story of Buzzie, giving valuable information about bee-life, and 
of Miss Swallow Tail, doing the same in regard to the transformation 
of the caterpillar, the story of the Lark, showing that the most reliable 
help is self-help, etc. 

Legends are also valuable, for tliey foi'm a bridge which gradually 
leads the child to the real enjoyment in history and puts him in sym- 
pathy with what is going on in the world. 



STORIES. 



ROSE AND HER FLOWERS. 

THE LITTLE FLOWERS WHO HAD THEIR OWN WAY. 

Rose was going to a party, and went into her garden to 
pick some flowers to wear in her hair. 

Summer was gone, but there were still many fine flowers 
left. The heliotrope, which is so very sensitive, had been 
touched by the breath of Jack Frost one night, and its 
sweet purple flowers were drooping. But there were pinks, 
roses, geraniums and some otliers. When Rose stooped 
down, she seemed to liear them say: "Do not break us off, 
we want to stay a little longer in the garden." Rose had 
sucli a tender heart, she never could refuse any one, so she 
said : " Well, you may have your own way. I will go to 
the store and bu}'' some artificial flowers for this evening." 

The moon shone ver}' brightly that night, and looking 
down into the garden, slie saw Jack Frost going round 
among Rose's flower-beds, and stopping at every flower, he 
touched them with his cold finger and said: "Go to sleep 
till winter is gone. You need not complain, you shall 
bloom again." They all said: "Yes," and drooped their 
little heads. 

When Rose came into the garden in the morning, she saw 
what had happened. ••Oh!" she said, "You did not know 
what was best for you. If I had had my way, 3-ou would 
still be living in some of my pretty vases in the parlor and 

(57) 



58 NATIONAL KINDERGARTEN MANUAL. 

on our dining-room table. Never mind, all things must 
first be buried, before they can live again. Easter-tide 
will call you and waken your roots to new life. Good-bye 
till next spring." 



This story may be followed by the play of " Gardener 
and the Flowers," in National Kindergarten Songs and 
Plays. 



SNOWDROP. 

STORY OF A RABBIT. 

Once there was a pretty white rabbit, named Mrs. Snow- 
drop. She belonged to a little girl named Gertrude, who 
had a big brother Tom. Mrs. Snowdrop lived in a 
wooden box with slats in front. 

Once Gertrude went to feed her pet and saw some round 
soft balls ; they were little baby-rabbits. 

But Gertrude didn't touch them, because she knew 
Mamma Rabbit would not like it. 

Baby-rabbits have no fur, just as baby-birds have no 
feathers. Sometimes IMamma Rabbit will kill her young, if 
you look at or touch them before they have fur. It is very 
dreadful, but they do not know any better. By and by 
she saw them running around. How man}' were there? 
{Teacher liolds uj) four fingers); the children sa}', four. One 
named Jet, another Browny, the third Spot, the fourth 
Lily. 

Little rabbits are full of mischief. ISLimma used to tell 
them not to eat too much cabbage. You must eat a little 
bran every morning, just as children ought to eat oatmeal 
every morning. Brownie said she was going to eat all the 



SNOWDROP. 59 

cabbage she wanted; Tom used to bring to them fresh spin- 
ach, lettuce and carrot-tops. One day Jet said to Spot, "Are 
you not tired of staying in this little house? look at the 
beautiful, large trees and the dewy green grass." But Spot 
said, "No, the dogs might eat us or something might 
happen to us. — We are tame rabbits and mustn't run 
wild." 

Jet said " When Gertrude leaves the door open, I am 
going to run out, are you coming, Brownie?" "Yes ! " "And 
Spot?" "Yes!" So one day Avhen Gertrude was feeding 
them and turned away to get some carrot-tops, three 
naughty rabbits got out. 

Gertrude felt very sorry about it. 

They ran away over the hill in the moonlight, and found 
lots of other little wild rabbits; but the wild rabbits were 
afraid of Jet, Spot and Brownie, and ran to their holes. 

Bye and bye they came out again and began to fight the 
tame rabbits. Jet and Spot cried so hard they could not 
wipe away their tears with their big ears. But after awhile 
the rabbits all became acquainted, then tliey played to- 
gether and had a grand time. Soon they heard a rustling 
in the leaves and such a smelling around that the wild 
Mamma rabbits told tlieir little ones to run quick to their 
holes, because the fox was coming. So away tlie}' scam- 
pered and hid. Spot and Jet started for home, but lost 
their way, and Tom's dog found tliem out, and Tom put 
them back into the box, where Lily was waiting for them. 

One morning Brownie Avas found in the vegetable gar- 
den, sick from having eaten too much cabbage. They 
carried him back to the box and doctored him; but all 
they could do did no good, and poor Brownie died after 
two da vs. 



Play "Master Hare" (page 36 "Cheerful Echoes"). 



60 NATIONAL KINDERGAHTEN MANUAL. 

LOUIS SEES THE NE^A^ YEAR COME IN. 

A NEW-YEAIl's STORY. 

Louis asked his mamma if lie might sit up to see the 
New Year come in. 

" Yes," she said, " you may, but I am tired, and shall 
go to bed. I shall leave my door open, so as to be able to 
hear 3^ou, should you call me." 

It was after ten o'clock, and Louis sat down on the soft 
rug in front of the open fire-place, after mamma had said 
good niglit. For some time he watched the crackling 
wood blaze, theji he took his mamma's foot-rest to lean his 
head upon. His eyes began to blink, and his eyelids kept 
creeping downwards, but many times he would open them 
very wide and look all around. Pretty soon he heard a 
soft knock, the door opened gently, and an old man came 
slowly towards him. 

" Did you look for soiuething?" inquired Louis, who had 
risen from the rug. 

"Yes," said the old man, "I want you to give me that 
package over in that corner, tied with a black ribbon." 

Louis looked where the old man pointed, and was as- 
tonished to find a small package. 

"What is it?" lie asked. 

"Oh, this bnndle holds an acconnt of all your bad 
actions the past year. Whenever 3'ou did Jiot mind, or 
when you were angry because you could not have jowv 
own wa}^." 

"Please do not keep this bundle, let me burn it," said 
Louis. 

" Can 3'ou burn jouv mother's kiss or your father's kind 
words, when he praises jou ? No, those bad feelings can- 
not be destroyed, but they may not weigh as lieavy as 



LOUIS SEES THE NEW YEAK COME IN. (il 

your good iictioiis. Go, bring me that package over 
there." 

Louis brought it, and saw tliat it was tied with a h)vely 
white ribbon, upon whicli were painted, alternately, pink 
rosebuds and birds' feathers. 

" What is in this bundle?'' he inquired. 

"Every time you minded cheerfully, and tried to save 
your dear mother trouble, it was written down," replied 
the old man, weighing it in his right hand against the 
other package in his left. " You see the good deeds are 
the heaviest."' He then put the bundle with the black 
ribbon into the bag on his back, and the other one into a 
basket on his arm. 

"There is another little package," the old man said, 
pointing to another corner. Yes, there was one tied with 
black ribbon. " This has in it every time you told 
things to excuse yourself that were not quite true, and 
when you wei'e unkind to others.'' 

Slowly and sadly Louis handed it to the old man. 

"Do not feel so badly," said he, ''There is a nice large 
package over there ; see how many times you have been a 
kind, generous boy, and how many times you were brave 
and told the truth."' 

The last bundle, tied with Avhite ribbon, was double the 
size of the other. Just after the bundles were stowed 
away, the door burst open. 

" Happy New-Year ! " cried a joyous voice, and in came 
a lovely young man with a shining face and long golden 
hair. Tlie old man crept out. 

"Mannna, mamma!" cried Louis. 

" What is the matter," said mamma, kissing him. 

" I saw the New Year," he replied, looking all around. 
"Oh, where did he go?" 

"You did?" mamma said, patting him on the cheek. 
" Tell me all about it." 



62 NATIONAL KINDERGARTEN MANUAL. 

Louis told her all lie had seen. 

" What abeaiitifid dream," she said, "let us take warnings 
and see that our good bundles far outweigh the bad ones." 



The children love this story, and in connection with it 
learn the verse : — 

"The eyes of the Lord are in every place, and be sees the 
evil and the oood." 



THE WISE LITTLE FINGER. 

One day the fingers were all quarreling, and each one 
said he was of more consequence than his brother. 

" Hold on, I am the strongest," said the stout little 
thumb, "you cannot do anything without me; I can do 
more work than four of you put together, so you ought to 
let nie be your captain." 

"That may be," said the fore-finger, "but who is it that 
points out everything worth seeing? I can tell fine things 
from coarse ones, and am never satisfied unless I am busy." 

"What manners !" cried out the middle finger; "I am 
the tallest and the smartest, I think." 

Gold-finger now spoke up and said, " There must be 
some good reason why I am always dressed in gold and 
precious stones, and I imagine I must be of more import- 
ance than the rest of you." 

The little finger kept quiet, and took no part in this 
quarrel. 

" Why don't you speak," the others said to him, " aren't 
you of any use in tlie world?" He then replied, — 

"I did not make myself. The good Lord has made me 
for some use, the same as He has made you. There is 
nothing made in this world that is not of some use. If 



MISS SWALLOWTAIL. 63 

every one does the best lie can in the phice that is given 
him to fill, it is all that is ex[)ected of him." 

The others listened to what he said, and after thinking 
about it, they said that though he was the smallest he was 
of as much importance as any of tliem. 



MISS SWALLOWTAIL. 

W. II. S. 

One bright spring-morning a little butterfly woke from a. 
long winter's nap and found herself shut up in such a wee 
bit of a cradle, that she could not stretch out her legs nor 
open her wings that were folded closely about her. She 
could not even lift her head to look at the sunshine and 
the flowers. 

She wriggled and turned and she bumped her poor little 
head up and down, until she succeeded in pushing off a 
little door, that left a three-cornered opening extending 
from above her head to a point below her heart; and then 
she crawled out on the fence to which the cradle was fas- 
tened. But her wings were damp and heavy, and she stood 
shivering and trembling; although she had six legs, she felt 
as if she could not stand, having never before carried her 
weight. But fresh air, even if it is cold, brings strength. 
So she soon felt like trying to Avalk. At first it was slow 
work, but she finally reached a sunny spot, where she dried 
and warmed herself, giving her wings a little shake now 
and then until they opened grandly above her back. And 
how beautiful thej^ were. Dark brown bordered with two 
rows of j^ellow spots; and there were seven blue spots on 
each of the hind wings. Her name was Papilio Asterias, 
but she was generally known as Miss Swallowtail, because 
each of her hind wings ended in a long point, something 



64 NATIONAL KINDERGARTEN MANUAL. 

like the tail of a swallow. As she stood there in the sun a 
little wind came along and raised her off her feet. She 
spread her wings to keep from falling and floated in the air. 

It proved such a delightful way of moving, that she lift- 
ed her wings occasionally and so kept herself floating, 
and in a short time she learned to turn in any direction 
she chose. As she flew along, growing stronger every 
minute, she was attracted by the bright colors of a flower 
and stopped to admire it. 

Its sweet perfume tempted her to taste, and unrolling 
her long tongue from under her chin, where she carried it, 
she put it down into the flower and drew u]:> the honey 
hidden there. Then flying to another flower she came 
across a butterfly almost like herself. "Good morniiig," 
said Mr. Swallowtail, for that was Ins name, "is this your 
first morning among the flowers? " Miss Swallowtail nodded 
a yes, as she balanced herself on the edge of a pink verbena ; 
then spying a honeysuckle creeping up a tree, she flew to 
it to taste the sweets she felt sure of finding there. But 
alas, for Miss Swallowtail. Sir Robin Redbreast stood on 
the limb of a tree singing to Lady Robin, as she sat on her 
nest of eggs. He had taken rather a scanty breakfast that 
morning, for he had given all the fattest bugs and worms 
to his lady. Now, thought he, that butterfly will make me 
a nice morsel! and he darted towards her. Now butterflies 
have wonderful eyes; if you will look at them through a 
microscope you will find that each of their eyes contains a 
great many smaller ones that can see in all directions. So 
they are able to discover the approach of any enemy in 
their rear. They have a great need of them, because there 
are so many hungry birds and other creatures that want to 
eat them. So when Robin came flying down behiiid Miss 
Swallowtail, and was just going to pick her up in his bill, 
away she went over the fence into the next yard. 



MISS SWALLOWTAIL. 65 

Robin quickly followed, for lie was not going to lose 
such a tempting piece of meat. But she was such an airy- 
little body, hardly heavier than a feather, that she could 
fly much faster than Robin, who was a great fat fellow. 
Many a time when he had almost caught her, she turned 
first to one side, then to the other so suddenly, it made him 
fairly dizzy to follow. Frightened and tired, she finally lit 
on a tree, and closing her wings up over her back to hide 
those bright spots and only showing the dull-colored sides 
of them, she looked so much like the bark of a tree, that 
Robin lost sight of her and turned sadly home. Miss 
Swallowtail spent many a happy day after that, flitting 
from flower to flower, though she had a number of narrow 
escapes from time to time; and one day a kitten struck her 
to the ground with its paw, nearly breaking her wing. 

She made her escape however, and lived to become Mrs. 
Swallowtail ; but she was just as tin}'- a body the day she 
■was married as on the day she was born, for butterflies 
never grow any. She had a large family of children before 
the summer was gone. But wliat is very strange, she never 
saw her own children, or if she did see them, she never 
took notice of them, nor they of her. 

They came out of the tiniest of eggs; but she did not do 
as the birdies do, sit on the eggs until they were hatched, 
and then feed and care for the birdies until they were old 
enough to care for themselves. Not she ! Butterflies are 
not going to burden themselves in that way. 

One day a whiff of celery from a garden near by re- 
minded her of the time when she was a baby and liked to eat 
celery. So she flew over into the garden and fastened lier 
eggs to a celery-plant with some glue that she carried with 
her. Then she left them and never thous^ht of them ao-ain. 

In about ten days the babies that had been growing 
inside of the eggs broke open the shells and crawled out. 



66 NATIONAL KINDERGARTEN MANUAL. 

And what do yon think they were? Bntterflies hke their 
papa and mamma, only very much smaller? No indeed! for 
you know butterflies never grow any larger. They were 
the smallest green and black worms you ever saw. As 
soon as they were out of the shells they began to eat the 
celery, and grew so fast that in a week they were quite 
large worms. 

They were covered with yellow stripes and black bauds 
dotted with yellow. They each had sixteen short legs, 
and they had a flesh-colored kind of a horn hidden away 
under a fold above the head, that they would show, when 
they were disturbed. The horns gave out such a dis- 
agreeable odor, I should not think any bird would eat the 
worms; but birds eat dreadful things. 

One morning the gardener discovered that something 
was eating his celery. He could not allow that ; so, 
searching among the leaves, he found all but one of 
Mrs. Swallowtail's babies, and put them where they could 
do no more mischief. 

One day the little worm that had escaped the gardener's 
notice, had grown so fat, he was too stupid to eat any more, 
so he crawled awdj to a dark place on the fence, with a 
white silken carpet, that he wove from a web which he 
drew from his underlip. Then he fastened the end of his 
tail to the carpet. He then glued the end of the web 
higher up on the carpet, carried the rest of it up over his 
breast and down on the other side and fastened there. He 
passed his mouth several times over it, making it stronger 
by adding more silk and some glue. 

He then bent his head down under it, letting it pass over 
his head, and by bending forward and backward, worked 
it down near the middle of his back. After examining his 
work all over, he bent his head forward upon his breast 
and leaned against the fence. After resting two days, he 
began a series of twistings and turnings that burst open 



SQUIRREL. 67 

his skill from the corners of his mouth down a short way, 
and worked it off liimself, down to his tail. 

He drew liis iiead in out of sight and sent out a horn 
each side of it, and lol no worm was to be seen, but a 
yellowish cradle like the one his mother was sleeping in 
when we first found her. 

He had made his own cradle too, or it had been growing 
under his pretty skin. He is inside of it though, and now 
he is called a chrysalis. While he is sleeping there he will 
change into a beautiful buttertly, just like his Mamma 
and Papa Swallowtail. 

The butterfly is made by folding the paper 
from edge to edge and corner to corner, the 
regular fundamental folds. Lay the corners 

upon each other, so as to hide the horizontal 
fold. VVe then fold two of the right and 
left slanting edges to the centre. It is folded 
in the middle, and our butterfly has its wings 
folded, so as to show the plain underside. When 
we hold it by the projecting small triangle, it flut- 
ters. The children can march out, and on tiptoe run sing- 
ing a butterfly song. We sometimes take strips or small 
disks t)f colored paper to paste on the butterfl}^ to give it 
a still more natural appearance. 



SQUIRREL. 

Whisky friskey hippety hop! 
Up he goes to the tree-top. 
Furly, curly round and round, 
Down it tumbles to the ground. 
Furly curly, what a tail! 
Tall as a feather, broad as a sail I 

Where is his supper? 

In the shell! 

Snappy, cracky, out it fell. 




68 NATIONAL KINDEKGARTEN MANUAL. 



CHARLIE'S GARDEN. 

Charlie's father had a very fine garden, and Patrick, 
who was a skilful gardener, took care of it. Every morn- 
ing he watered the plants and loosened the earth about 
their roots. One day, as Charlie stood watching Patrick, 
lie thought how nice it would be if he could have a little 
garden of his own. When his father came home to din- 
ner Charlie asked him if he miglit have a garden. 

"Yes," said his father, "if j^ou will take care of it your- 
self ; Patrick cannot help you at all, but I will give you a 
nice little set of garden tools." 

" Oh, thank you," said Charlie " that will be lovely." 

For a week or so he took great pains with his garden, 
watered the flowers every morning before school, and 
pulled up the weeds. But one morning he felt in a great 
hurry to get to school, because Willie, who was one of 
Charlie's schoolmates, was going to bring a new top to 
school, so off he ran without weeding his garden. The 
next morning he said to liimself, "to-morrow I will give 
my garden a good weeding." 

To-morrow came and the garden was forgotten ; several 
days passed and Saturday came; then Charlie suddenly 
thought of his flowers and onion bed. The weeds had 
ffrown so thick and laro-e that Charlie saw that he would 
have to work a long time to pull them all up. 

"I wish I never had to work; I wish Patrick could help 
me ; but papa said that I must do it myself, so I might as 
well begin, but I wish I had not asked for a garden, it is 
so much work." 

He worked away and finally almost all the weeds were 
pulled up ; only a few were left. One was so large that 
Charlie had to take both hands to it and plant his feet 



Charlie's garden. 69 

firmly on the gTouiitl, pulling with all his strength. It 
came n[) with such a jerk that he tumbled right over back- 
wards. The root left a great hole in the ground. Charlie 
felt quite stunned by liis fall. He sat looking at the hole 
and thought lie saw something coming out of it. He 
rubbed his eyes and looked again. Yes, sure enough, 
there stood a little lady; she was all bent over and had a 
hooked nose and a peaked chin; she beckoned to Charlie 
with her finger and said, — 

"Come, come with me." 

Down the hole she went, and down with her went 
Charlie. It was so dark that Charlie could not see the 
way. He held fast to the old lady's hand, and soon they 
came out to a beautiful garden. Roses and violets were 
blooming everywhere, and all around was one large tract 
covered with white sand all ready to play with. 

"Here," said the old lady, "is a nice garden for 3-ou to 
play in, and you will not have any work at all to do." 

After thanking the old lady, Charlie began to dig in the 
sand. He made all sorts of wells, cakes and pies, and at 
last he made some little hills around a little garden^ I 
must pick one of these violets and lilies for my mother, 
he thought; so off he ran to pick them, and stooped down 
to smell them; but what do you think ? they were only 
paper flowers, and they had ncj smell at all ! 

"Dear me," said Charlie to himself, "this is very 
strange, — violets and roses made of paper with no scent to 
them ; and I am beginning to be hungry, too. I wish I 
had some bread and butter." 

Just then he saw the old lady ; so he ran up to her, and 
asked her if he could have a slice of bread and butter. 

" What ! " exclaimed the old lady, — " bread ? and who 
do you think would make bread for us ? This is the land 



70 NATIONAL KINDERGARTEN MANUAL. 

of Idleness. We do not do any work here. Who do you 
think would plough the ground, plant the wheat, thresh it, 
grind it and make it into nice flour for us? And butter 
too? Goodness, child, do you know how much work it 
takes to make butter? There is no one here to take the 
cows out to pasture, nor is there any one to milk them, 
care for the milk and do the churning. Who wants to sit 
by a churn and work, work till the butter comes? then 
where in the world would we get salt to put in the butter 
after we had pressed all the buttermilk out of it? Do you 
think it is play to dig in the mountains for salt? No, no, 
here we do not have bread and butter. If we do not work 
you know we ought not to have anything to eat ; only 
tramps expect to eat without working." 

" Well, if I can not have anything to eat, please may I 
lie down, I am so tired. " 

" Tired ! now I know you are a tramp, you are tired and 
have not done any work. Well, if you must lie down and 
rest, you will have to take the sand for a bed. It is too 
hard work to cut down trees for wood, and then plane the 
wood and make it into nice boards for beds and other fur- 
niture." 

"This is not such a nice place after all," sighed Charlie, 
and the tears began to roll down his cheeks. 

"Charlie! Charlie!" called some one.- — "Wake up, 
wake up ! " said his father, taking hold of his hand. Charlie 
sat up and stared about. 

"Why," he began, "where are the roses and the old 
lady?" 

"Come," said his father, "you have been dreaming- 

dinner is ready." 

"Well, I am glad," said Charlie, "I found out that you 
are right. It is much nicer to work; and I am not going 
to be a tramp any more, as the old lady called me. " 



THE DISCONTENTED lUlOOKLET. 71 

"Why, my dear, what do you mean?" said liis father. 

So Charlie tokl him all ahout his dream, and his father 
laughed at the funny old lady, 

" She was right, Cliarlie," he said; "those who do not 
work, ought not to have nice things to eat, nor to have real 
flowers." 

After that Charlie's garden was well taken care of, and 
even Patrick said tliat his roses were far sweeter than 
those in the larsce cjarden. 



THE DISCONTENTED BROOKLET. 

One day the ehildi-en in our kindergarten begged me to 
tell them a stor}-. " Well, what shall it be about? To-day is 
the day when we talk not about dolls, or houses, or parties, 
but about things in nature, like the sun, the flowers, the 
brooks or the mountains. You have heard the story of the 
beautiful crystal-palace made of salt under the ground, of 
Joseph's well, of lame little Charlie, who dreamed of being 
taken in a boat to Dreamland, where he was perfectly 
strong and well. Would you like to hear what a little 
wave told me ? and then we can play the boatman rowing 
merrily over the waves; or sing* "On the water, on the 
water." 

"Yes, yes, please tell us about tiie little wave." 
Well, one summer-day I was sitting in the shade of a hue 
tree at Ocean Grove watching the little waves dancinsj and 
splashing against the shore, glistening like burnished gold 
in the sun. I heard a soft murmur, and this is what it 
told me : 

♦ Cheerful Bchoes. 



72 NATIONAL KINDERGARTEN MANUAL. 

My home is in a beautiful mountain near a small cottage 
in which lived a boy with his father and mother. I was 
almost covered with pretty ferns and- mosses, for I was so 
small you could hardly see me, except when the sun made 
me shine like a looking-glass. I had a merry time of it, 
for the little boy would often throw red berries and pebbles 
to me, or give me his little yellow curls to play with. You 
might think such a little streamlet as I was ought to be 
afraid of the great dark mountains over my head; and I 
sometimes heard people say, "The mountains are frown- 
ing ;" but they were always kind to me, and grateful for the 
cooling drink I gave to the mosses and roots of trees on 
the mountain-side. It seems as if I might have continued 
happy and contented, with lovely meadows before me, and 
the cowbells' sweet music every day chiming in with the 
cheery song of many birds. But you have heard of tlie 
little children wanting to see places and things that grown 
people visit ; well, as I grew larger I wanted to get away 
to see the beautiful ocean, which Tommy was always 
talking about, witli its great ships and graceful little row- 
boats. During the day the sun smiled upon me so sweetly 
I would forget my fretting, but at night I would blink up 
to the stars and beg them to tell me something about the 
ocean, for of course such a tiny mountain-brook could know 
nothing about it. One day the wind blew very hard all 
around me, and I heard it sajdng strange things about 
carrying me perhaps faster than I liked. The rain began 
to pour down from dark clouds, that seemed very near me. 
The earth all around me, which formed my little bed, was 
loosened ; it broke away, and down I tumbled, rollicking, 
jumping, dancing, half frightened, half crazy with pleasure 
to get away from my pleasant prison bars. Other little 
mountain streams came dancing down. I joined them, 



•rilE DISCONTENTED BROOKLET. 73 

growing larger all the time, with a dim feeling of hope 
that perhaps I was on my way to the great ocean. " Yes," 
I heard them whisper, "we'll soon be a great river, and 
flow into a lake." And I did ; it was a lovely lake, and I 
certainly had many happy days. 

Yet I still longed to be part of the great ocean, and 
often at night I would whisper to the little gold-fishes to 
please sliow me the way out. " Then follow us," they 
said ; " there is a little place over there, away off where the 
willow-boughs are drooping into the lake." Then I grew 
very wild ; the wind blew very hard for four days after I 
had found the little opening, and helped me in my raging, 
tearing, and roaring. I tore up the earth, making my bed 
larger and larger after leaving tlie lake; I wound in and 
out, breaking little rustic bridges and tearing up the 
flowers by the roots, and even many trees, frightening 
everybody wherever I went. At last I reached a lovely 
valley. The clouds all broke away and the golden sun 
danced over me, and away off I saw a glorious rainbow. 
But sweetest of all, I heard some children singing a sweet 
hymn in a distant chapel. Then I began to feel ashamed 
of having been so wild and furious. I thought I too ought 
to sing praises to God who makes the world so beautiful, 
and has a good use for everytliing in it. I certainly felt 
sorry for having been so impatient and restless, and I 
murmured to myself, "I will work away and travel pa- 
tiently from day to day, as many miles as God thhiks best, 
before I reach the great ocean." 

I grew very gentle and patient, some people and children 
even called me pretty Avith the branches of trees reflected 
in me. The birds sang for me, the stars and all nature 
seemed to smile and nod to me, and I never fretted any 



74 INTERNATIONAL KINDERGARTEN MANUAL. 

more as to wliere I was going to, but cheerily did what I 
had to do. 

One day the grand old ocean lay before me. I could see 
it below, some distance away. I knew I should be there 
in one hour more, but I still was quiet and patient. I felt 
more like singing than dashing away, for I knew it was 
waiting for me with open arms. 

And now you see me a little wave on the Ocean. I play 
against the rocks, and tell my story to any one who wishes 
to listen to it. I am happy, the world above me is beauti- 
ful, and what a strange beautiful world below ! Whenever 
I see a rainbow, it makes me think of the one I saw in the 
valley after my wild race, which taught me to be patient 
and thank God for all His blessings. 



With this story the children may luive the occupation 
of interlacing slats. Two of them form the brook when 
only one space (or inch) apart, running horizontal, parallel 
to each other. Two spaces apart they have a river ; four 
spaces apart it represents the stream ; still wider, the lake; 
and the whole width of the table they have the ocean. 
They may repeat this on the blackboard or the slate. Some 
of tlie children will be sure to try to draw fishes in the 
si)ace. The boats of the pai)er-folding may be brought 
into play with this lesson. 



MARY'S LITTLE LAMB. 

Mary lived in the country. One day in June she asked 
her mamma, if she might go to gather some wild straw- 
berries in the woods near by. 



Mary's littlk lamb. 75 

" Yes," mamma said, ^'■biit do not stay long, as it looks 
like rain." 

Sure enough, just as Mary had picked her basket full, 
and was on her way liome, she heard a loud thunderclap 
and pitter, patter, down came tlie rain. Mar}- stepped 
under a tree to wait until the rain should stop. All at 
once she heard something crying " Bah, bah, bah I " Slie 
stooj)ed down and looked among the bushes, and there she 
found a very small lamb, hardly able to walk. She took 
it into her arms, covered it witli her apron, for it Avas 
shivering, and ran home. 

"Oh, mamma!" she exclaimed when she reached home, 
"just see the cunning little lamb I foujul, may I have it 
for my own ? " 

" Why Mary, tliis laml) and its mother belong to some 
one. If you had lost a lamb, you would not want any one 
to keep it, jon would want them to find out who lost it, 
and bring it back to you." 

Mary looked sad. 

"I will tell you what you ought to do with this 
lamb," said Thomas, the hired man, who was sawing wood 
by the open window in the yard. " Let me have it ; I 
will kill it for your Sunday dinner, and you give me one 
leg of it." 

"No indeed," cried Mary, "I would much ratlier give it 
back to the farmer who lost it." 

As soon as the sun shone again, Mary took the lamb in 
a little basket u}) the hill to farmer White, to inquire if 
he had lost a lamb. He was standing by his door. When 
he saw Mary coming, he cried: "Who is this little girl 
coming to see us, and what has she got for me ? " 

Mary showed him the lamb, and told him that she 
thought perhaps he had lost it. 



76 NATIONAL, KINDERGARTEN MANUAL. 

" Come in," lie said, leading her kindly by the hand, 
"You are widow Green's little girl, and you found this 
little thing in the rain." He called his wife in and said, 
" Is'nt she a nice honest little lady, trying to find who lost 
this little lamb, when slie wants it so badly herself? But 
you see, if I give it to you now, it will die. It needs its 
mother a few weeks longer. When it begins to eat meal 
and grass, then I will send my son Robert down to bring 
it to you." 

Mrs. White took Mary's basket and put into it some 
fresh eggs and butter for her mamma, and covered it with 
some grape-leaves. 

Mary felt very happy when she went home. After two 
months Robert brouglit her the lamb. She tied a blue 
ribbon around its neck, and many nice pla3-s did they have 
together. Everywhere that Mary went the lamb was sure 
to go.* 



THE MONKEY TRYING TO BE A MAN. 

One day the animals were holding a council together in 
the woods, as to whom they wonld choose for their master. 

"We don't want man to be our master any longer; we 
would rather have one of ourselves to rule over us." 

" I think I ought to be your master," said the monkey: 
" I have hands, and can walk like a man, and you will find 
out that I know about as much." 

It was decided that he should go and watch some people, 
in order to prepare himself for this high place. If 3"0u had 
seen him sitting in a tree, watching Adam and. Eva and 
their children with a serious and imj)ortant face, you 
would have thought, what he cannot learn, no one else can. 

* We liave made a play of the verses in our kinderijarten. 



THE MONKEY TRYING TO BE A MAN. 77 

As animals also need a shelter in bad weather, his first 
duty Avas to learn to build. He "watched carefully, and 
saw Adam take an axe and cut down some trees, trim 
them nicel}' and make them into posts and beams which 
he fitted into a comfortable cottage. 

"■ I can do that fast enough," cried the monkey, " if that 
is all." 

As soon as he had reached his friends, he cried, "Now 
you shall see what a great builder I am." 

He pulled up a j^oung tree by the roots, and struck with 
it to the right and left, not minding where he struck, so 
that the animals had a great time to dodge him, and keep 
from getting hit. The trees did not mind his blows, but 
kept quietly standing, and the animals all laughed. The 
monkey got angry and made awful faces at them, and 
said to liimself, "You may laugh all you want to; I am 
smarter than you are, and after I am made ruler over you, 
I will make you pay for laughing at me." 

Soon after that he wanted to learn how to plant and 
reap. He saw the man take a spade, lean upon it and dig- 
up the dirt; then later he saw him throw seeds upon the 
loose ground, from which corn and wheat were to grow. 

" That is easy enough," laughed the monkey to himself; 
"Who cannot do that?" 

He thought it would be very smart to carry off the 
man's spade and his empty bag, and so he rushed with 
them to the woods. 

" Come, come," he cried from a long way off, "now you 
shall see what a fine farmer I am." 

He took the spade upside down, and leaned his hand 
heavily on the sharp edge which ought to have been 
dowji, and lo, he cut his hand so that he made the blood 
run. He made a dreadful grimace, while he threw the 



78 NATIONAL KINDERGARTEN MANUAL. 

spade far from him. Fortunately the dog was there, and 
licked his wounds so as to ease the pain. Then the mon- 
key said : 

"What is the use of digging ^ — the sowing of the seed is 
the main thing." So he took his bag, and as it was empty 
he filled it with sand and stones, and threw them vig- 
orously about him, not without hitting some of the animals 
on their heads and in their eyes. After they had wiped 
their eyes well, tliey saw that their new master was only 
throwing sand into their eyes, and that no food would 
ever grow fi-om that ; so they shook their heads in doubt 
and turned their backs on him. 

In the third week the monkey thought he would like to 
learn how to cook, for it was getting cool weather, and 
the animals thought warm soup would taste very nice. So 
the monkey watched the man getting dry brush and sticks 
into a pile, and saw the woman hang a kettle over it, into 
which meat, water, potatoes, and salt had been put. They 
brought a piece of burning brush out of the hut, with 
which they lighted the fire, and soon the soup was boiling. 

" That is the way, ha, ha ! " laughed the monkey, and 
jumping down, he grabbed a piece of the burning brush 
and sprang towards the woods. "Who is hungry?" he 
cried. " To-day you shall feast and lick your chops. 
Quick, you hounds ! " he cried. " Get me some dry 
sticks." 

These were brought, and soon a bright fire was burning. 
When it began to liag a little he blew into it, so that the 
sparks flew all around and scorched the fur of some of the 
animals near. " No matter, nothing can be had without 
some trouble. All is well that ends well ! " 

Then he took a very large leaf and fastened its ends to 
two sticks over the fire, put with his hollow hand some 



THE MONKEY TRYING TO BE A MAN. 79 

water from a brooklet near by, and put into it some weeds. 
"Just you wait," he cried to the dogs and cats, whose 
tongues were all ready for the feast. liut just then the 
leaf shrivelled up, the water put the fire out, and the soup 
was gone. 

The animals were much displeased, especially the oxen, 
and no one wanted to listen to him any longer. 

"Are you not ashamed?" the monkey screamed. "Who 
wants to become discouraged so easily? If we do not 
learn it, our children will, especially if we bring them up 
right. Just let me go and see how they bring up their 
children." 

Thev all o'ave their consent, and soon lie was watchinsf 
near the hut once more. He noticed that sometimes when 
the smallest cried, the mother put a blanket around it, put 
it into a wicker cradle, and pushed it with her hand till it 
went to sleep. He saw her kiss the older children some- 
times when they were good, and sometimes she would give 
them a whipping when tliey did not mind her. 

The monkey looked on with extreme satisfaction. 
"Yes," he said to himself, "in training children no one 
shall excel me. I understand it thoroughly, but nothing 
can be done without a blanket." He saw a red one hang- 
ing quite near upon an apple-tree. He tied it like a flag 
to a long pole, and returned with flying colors. 

"Just bring me all your babies," he cried, "in one hour 
they will have finished their education." 

They all brought their little ones : calves, colts, lambs, 
puppies, kittens, kids, and many others. But the noise 
they made was not so cunning. Tlie little pigs especially 
made a fearful squealing. 

"I will soon teach you to be still, you noisy things," he 
cried. He caught the little pigs and laid them in the 



80 THE ]S'ATIONAL KINDEllGARTEN MANUAL. 

blanket, then tying up the corners firmly as if it were a 
bundle of clothes, he hung the bundle on the branch of a 
tree and pushed it vigorously, in imitation of a mother 
rocking a cradle, — so vigorously that it fell to the ground, 
where the little pigs lay very still indeed. 

"You see," he cried, "that is what I have learned." 
But now you shall see my skill with your older children. 
He made the young creatures all form a circle around 
him. First he looked at each one very seriously, then 
went and kissed each one with his thick ugly lips and 
caressed their faces. "Now, see the masterpiece," he 
cried as he stretched out his long arms and struck each 
one a blow which made them set up a screaming while the 
colts bolted away. Meanwhile the mother of the little 
pigs had been looking anxiously at her babies, and found 
that they were all dead. 

All tlie animals concluded that they did not want such 
a silly, vain creature for their master, who thought that 
because he could imitate man, and had some resemblance 
to him, that he could be a man. 

The animals made up their minds that they would only 
be ruled by one who was much superior to them in reason, 
and fit to be their master. But the monkey still hopes to 
become their king in time, so he keeps imitating man all 
he can without any sense or reason, while he really is less 
wise, less industrious, and less provident than even the 
little bee or ant. There is no doubt that with all his imi- 
tation he will always remain a monkey. 



SPRINGETIME. 81 

THE MISSION OF FLOWERS. 

God might have made the earth bring forth 

Enough for great and small, 
The oak-tree and the cedar-tree 

Without a flower at all. 

Our outward life requires them not, 

Then wherefore had they birth ? 
To minister delight to man, 

To beautifiy the earth. 

To comfort man, and whisper hope 

Whene'er his faith is dim; 
For whoso careth for the flowers, 

Will much more care for Him. 



^VILLIE'S KITE. 

It was Willie's seventh birthday. When he had eaten 
his breakfast, Papa asked him to come into the sitting- 
room. There he saw a lovely kite, just what he had been 
wanting for such a long time. A jolly clown was painted 
on the canvas. Willie wanted to go out at once to let it 
fly, but mamma told him he must wait till after school. 
Willie told all his schoolmates to come and see him fly his 
new kite in Mt. Vernon Square. They all came and 
watched Willie unrolling the ball of string. There was a 
good breeze, and the kite danced up, higher and higher. 
Willie had hard work to keep hold. The jolly clown was 
bound to get away. 

"I do not want to be tied to any string. I want to 
guide myself,*' that is what he seemed to say as he tugged 
and pulled at Willie's string as hard as he could. 

Just then a strong gust of wind helped him to give a 



82 NATIONAL KINDERGARTEN MANUAL. 

hard pull ; and it got awa}^ dancing gaily and swiftly out 
of sight. 

Willie ran home crying. Mamma comforted him and 
said that it could not get very far, as the wind was going 
down, and the kite would have a fall. So Willie with 
some of liis little friends went out to see if they might find 
it. They met some of the other boys, who told them that 
they saw it come down on a telegraph pole. Sure enough, 
they soon spied it, but the clown was jolly no longer. 
The jDole had gone right through his face, and now he 
looked like an old rag. A kind workman climbed up and 
brought the kite down. Willie's papa had a nice new 
canvas put on the frame of the kite, with a soldier-boy 
painted on, who was brave, and knew it was best for him to 
be guided. In the summer-time, Willie took it with him to 
the country, where he had many good times with his kite. 
This story may be told when the children have 
paper-folding and make the kite. The square of 
paper lies cornerways before the child, after the 
diagonal fold has been made for a guide. Now 
the right and left edges are folded to meet at, this 
central fold ; a piece of worsted is sewed through 
the sharjj angle, and the kite is completed. 
Older children call this a trapezium. 



SRINGTIME. 

When gentle Spring comes smiling, 

Old winter flies away; 

His snowy-cloak he wraps in haste, 

He dares no longer stay ; 

Then all the seeds that are buried deep 

In their dark and chilly beds 

Wake up, wake up, from their winter's sleep. 

And lift their tiny heads. 




STORY OF BUZZY. 83 

Come up to the warm, bright sunshine, 
Come up to find the light ; 
'Tis dark and chilly here below, 
Come up to the world so bright I 
Then upwards to the world they go,* 
A long and weary way, 
Until at the end of their journey slow 
They burst into the day. 

Oil, how the streams are singing I 

Dancing their way along! 

To the sky above are winging 

The birds with happy song; 

The leaves are rustling in the trees, 

By dancing branches whirled ; 

The grass is waving in the breeze ; — 

'Tis Springtime's happy world. 



STORY OF BUZZY. 

W. H. S. 

[To be told when a little natural history lesson is to be given, 
a bee's cradle or hexagon having been made, with any one of the 
kindergarten gifts or occupations.] 

Once there was a little bee named Buzzie, who lived in 
a garden full of beautiful flowers. His mamma's name 
was Mrs. Queen, and she had more children than she 
could count. Buzzie had more than three thousand 
brothers, and not one little sister. As Mrs. Queen was 
the only lady in the house, and many of her children were 
too little to help themselves, she used to call on Buzzie's 
elder brothers to help make the cribs for the baby bees ; 
and then, too, they often had to feed the little ones. Each 
little baby bee had a crib all by himself, and as all the 
cribs had six sides, and were made of wax, you may know 

* Children suit tlie action to the words. 



84 NATIONAL KINDERGARTEN MANUAL,. 

that every one had to do all he could to make up the beds. 
Some of Buzzie's brothers, though, Avere lazy: they would 
not work. They flew and crawled about, and ate honey. 
When Buzzy was first born, he did not look at all like the 
bees you have seen. He was a little white worm, with 
large, white eyes ; and his mouth was like a caterpillar's. 
In his sides were ten little holes, for him to breathe 
through ; for Buzzy couldn't breathe through his mouth. 
For seven days he lived in this queer little body, in the 
crib where his mother, Mrs. Queen, had put him. After 
a week had passed, something very strange happened. 
Some of the old bees told Buzzy to creep into a warm, 
snug corner, and go to sleep. He was glad enough to 
mind them, for he felt tired and sick. Then the little 
brothers covered him all up — head and eyes and body — 
with nice, clean wax. He stayed in his little six-sided crib, 
feeling very quiet and sleepy, for ten days. At the end 
of that time, Buzzy's brothers thought he had rested long 
enough, and they took off the wax sheets and blankets 
they had fastened him up with, and gave him something 
to eat. He was glad to get it, for he was very hungry, 
after sleeping ten days ; and then he began to grow. In- 
stead of the poor little white worm that had gone to sleep 
in the six-sided crib, he found he had a new suit of clothes 
of many colors, growing out all over him, and that he was 
changed into a bee, with white, gauzy wings. First he 
began scraping the wax off his body ; then he looked at 
himself all over ; then he walked about a little, to see if 
his legs were all right. But the things that pleased him 
most, were his wings. He lifted them up and down, and 
shook them ; for he wasn't quite sure wliat they were for. 
The next morning his mamma asked if he wouldn't like to 
go out into the sunshine. She said that most of the otlier 



STORY OF BUZZY. 85 

bees had some work to do, to prepare food for winter, and 
that if Buzz}' wanted to, he could help them. The young 
bee was glad enougli at the thought of seeing the flowers, 
and feeling the bright sunshine ; so off he flew with his 
brothers. 

They Avent first to some morning-glories. Buzzy lighted 
on a bright blue one, and stood looking about, rather 
puzzled ; for he didn't know how to begin the work. 
Verj' quickly one of his kind older brothers came to him 
and said : " See how I do it ; now you luid better try. I 
turn my tongue over and over, and get out all the flower- 
juice, which is called nectar." Then Buzzy tried, and was 
delighted to find that he had a long tongue, wliich would 
reach away down into the flower-cup. He thought he had 
never tasted anything so sweet as the nectar that the 
moi'ning-glory gave him. So he flew to another blossom, 
and tried to get juice from that; but this time he threw 
back his head quickly, and flew to his brother and hummed 
out, " O Appy, look ! my head is all covered with yellow 
dust — see ! it's on my pretty wings, too. Oh ! brush it off ! 
That's not a clean flower; I'm going to another." 

Appy said, " O little brother, how many things you 
have to learn ! You don't seem to know that that yellow 
powder is 'bee-bread;' the gardener calls it 2)(»llen, and it 
is from tliat we large bees make the wax beds, which hold 
our honey." 

, " Oh I but it sticks to my hair, and I don't like it," 
said Buzzy. 

"Why, Buzzy, that's what our hair is for. We just 
scrapie it off, then carry it home in the baskets in our hind 
legs." 

" Have I baskets in my legs too ? " asked Buzzy. He 
lifted one of his back legs, and there he found a little 



S6 THE NATIONAL KINDERGARTEN MANUAL. 

triangular kind of spoon, just like the okl bee's. He 
watched his brothers take the powder off their heads with 
their front legs ; from these they passed it to the middle 
pair, and then carefully packed the little baskets in the 
back legs. 

By this time it was nearly noon, and Buzzy thought it 
time for his own work to begin ; for he didn't mean to be 
an idler. So he went to another blossom, and tried hard 
to get a load of dust; and though he spilled a good deal 
on tlie ground, and tore many pretty flowers, he succeeded 
pretty well ; and never was there a happier bee than 
Buzzy, when he reached the hive with his first present to 
his Queen mother. Mrs. Queen showed him how to mix 
the powder with some juices which he got out of his own 
bod}^ and soon he had made a pretty little wax-box with 
six sides, as even and as neatly done as any little cell 
could be. 

Then his mamma told him he ought to get some juice 
from the flowers to make some honey to fill his box. So 
the little " busy bee" flew back to the same morning-glory 
vine. He had found so many nice things there, he thought 
it was the best place to go. When he got there, he found 
the flowers had all gone to sleep, and he couldn't get any- 
thing from them. He looked about to see what he should 
do, and quickly spied some sweet clover-bh^ssoms. He 
wanted to carry a large load this time, and he worked so 
hard he didn't see that the sky was growing quite cloudy 
and dark. Presently it began to rain. He was very much 
frightened, but he crept down under the leaves till he was 
sheltered by them, and waited patienty till the storm was 
over. As soon as the rain stopped, and the sun shone out, 
Buzzy flew home. As he came near his hive, he saw a 
great cloud of bees flying here and there ; and he began 



STORY OF BUZZY. 87 

to think something was wrong. Tlie air was full of bees, 
and all seemed too busy and anxious to speak to Buzzy. 
At last lie managed to make one of them hear, while he 
asked what was the matter? 

" Oh ! dear Buzzy," said the big bee, " can't you see ? 
don't you know what has happened ? A great storm of 
wind came up, and blew Mrs. Queen's house over into the 
pond; and that isn't the worst — they think poor dear 
Mrs. Queen is drowned! " 

When poor Buzzy heard this sad news, he forgot about 
his precious load — he dropped it, and squeezed through 
the crowd of uncles and cousins and brothers, until he 
reached his mamma. He tried, with the rest, to bathe her 
head, and fan her with Iiis wings ; then they gave her tiny 
drops of the sweetest honey. Soon they were all made 
happy by seeing their Queen open her eyes and move her 
wings. She slowly got on her feet; and when they saw 
that she could walk a little, they flew off a little way, so 
that the sun could warm and dry her. In a short time 
Mrs. Queen was as well as ever; but as their house was 
in the pond, they all thought it would be best to sleep that 
night in a tree. So Mrs. Queen flew to a large chestnut- 
tree which stood in a corner of the garden, and chose a 
nice, large bough. Then all the bees flew close behind, 
settling one on top of the other, till there were so many 
clino-injy to each other, that it seemed as if a largfe black 
log of wood was hanging to the bough. 

And they slept there as quietly as if they were at home ; 
and when the moon rose, and the soft wind moved tlie 
branch gently, Buzzy dreamed that he was being rocked 
to sleep on a morning-glory, and that he had for pillow 
little wax-beds tilled with honey. 



THIRD PART. 



THE KINDERGARTEN IN THE NURSERY. 



COURSE OF LECTURES 



Mothers, Governesses, and Nursery Maids. 



THE KINDERGARTEN IN THE NURSERY. 



LECTURE No. I. 

Consideration of the Best Physical and Soul 
Nourishment of the Infant. — How to Manu- 
facture AND Introduce the Ball. 

The time seems to have come for us to lay aside old and 
inefficient methods of every kind, and eagerly grasp at the 
new and joyous method of training the rising generation 
in a better way than we have been trained ourselves. 

Who can describe the enthusiasm, the delight of those 
who recognize the fact, that Frederick Froebel, the origi- 
nator of the kindergarten system of education, by devot- 
ing fifty years of his life to study out the demands of child- 
life in its threefold capacity, of its physical, intellectual 
and spiritual nature, and practically demonstrating and 
carrying out his ideas on the subject, has given us the key 
to unlock to us the precious boon, which will make life so 
much more joyous and valuable to all, and reduce to a 
large extent the amount of human suffering and misery 
surrounding us? 

" My whole life as a mother, my relations to my own 
children and humanity in general, have become so essen- 
tially enlightened and awakened to activity, my spirit has 
been nourished with such strengthening and refreshing 
food, that I am able to bear joyful testimony, that if 

91 



92 THE NATIONAL KINDERGARTEN MANUAL. 

Froebel's system of education is carried out with a clear 
comprehension, the effect upon child-life Avill be most 
happy and progressive in the family circle, as well as in 
the kindergarten." This testimony comes from Mrs. Lina 
Morgenstern, the President of the Women's Union in 
Berlin, and for a number of years superintendent of a 
kindergarten there. I am able to add, that by adopting 
this method of education in accordance with nature, the 
services of the physician can in a great measure be dis- 
pensed with. Froebel's system of education, applied to 
early childhood, not only supplies the proper material and 
opportunities for the innate mental powers, which, like 
leaves and buds, press forward, imjDelling children to activ- 
ity witli so much the more eiierg}' the more freely they are 
supplied ; but at the same time it also preserves children 
from the harm of civilization, which furnishes poison as 
well as food, temptation as well as elevation, and children 
must be kept from these dangers until their mental powers 
have grown equal to protect them. Very much of the 
success and benefit of the kindergarten training is invisible 
at the time. It is negative and consists in preventing 
harm. Then again its jjositive success is so simple, that 
it cannot be expected in the beginning to attract more 
attention or notice than, for instance, the valuable services 
of the family physician, whose exertions are directed to 
preserving the health of the household. 

The first thing requisite for us to do, says Froebel, is to 
throw aside the fallacious notion, that a babe is not much 
above an animal by nature. On the contrary, a child is a 
living soul from the first, a person endowed by a divine 
nature and with a heart which appreciates and responds 
to love on one hand, while at the same time it is intimate- 
ly related to nature on the other. But body and soul, or 



LECTURE NO. I, 93 

the mind and its organs, seem at first only one, and bodily 
wants express themselves at first exclusively. The organs 
have to gain strength before the soul can use them, and 
through their development the soul itself grows. Every 
bodily impression is also a soul impression, and the young- 
er the cliild, the stronger is the impression made upon it. 
As yet, the external is mightier than they are themselves, 
and they readily adopt the manners, habits, moods and 
disposition of the attendants. 

As in a physical, so in an intellectual and moral point 
of view, ignorance or thoughtlessness on the part of the 
parent or nurse may do an infinite amount of harm, and 
carry its baneful consequences through a lifetime. 

It is a solemn fact, tlnit some of our best educated men, 
our deepest thinkers, have to fight against impressions 
which they received j^erhaps from some ignorant nurse 
during childhood. It is through the senses the young soul 
receives its first impressions and nourishment for the 
growth of the mind. 

As the nature and quality of the child's first bodily 
nourishment is of the greatest importance, to build up the 
material frame, and give it the right foundation for a 
strong and healthy body, endowed with vitality and power 
to resist and overcome privations and sickness in future 
years — so is the child's first soul-nourishment of equal 
importance. The development of the soul depends in a 
great measure not only upon the full development of tlie 
limbs, the senses, and the organs, but upon the means 
by which they are developed. And there is no doubt in 
the minds of all those Avho have studied Froebel's works, 
his life, and his system of nourishing, as we might call it, 
the human being, to help it attain the full stature oi healtli, 
activity and happiness, that we were destined to enjoy, 



94 NATIONAL KINDERGARTEN MANUAL, 

but that lie has gone deeper into the science of education 
than any other man. 

The first grade of kindergarten in the family consists in 
play tending to exercise the muscles and limbs of the 
body and awaken a taste and ear for music. 

2d. Stories — mostly fables. 

3d. Musical stories, similar to those of the five fingers, 
and others. 

4th. Learning to count up to ten (or more) by means 
of the fingers. 

5th. Education by means of pictures. 

6th. Education by means of colored balls. 

7th. By means of plays set to music, for exercising the 
muscles. 

8th. Instruction and amusement with the second gift : 
the Avooden ball, cube and cylinder. 

9th. Building with the third gift of eight cubes. 

lOtho Building with the fourth gift of eight oblongs. 

11th. Laying forms with little sticks. 

12th. Playing in sand. 

13th. Stringing beads. 

14th. Arranging little shells. 

15th. Cultivation of a little garden. 

16th. Modeling in clay. 

My course of Lectures to Mothers will consist in ex- 
plaining the philosophical and practical reasons upon 
which. Froebel's method of infant-training is based. In 
his course of lessons to mothers and nurses he has em- 
bodied the most important ideas of his educational system. 
It is the starting-point for an education according to na- 
ture's laws, and shows how all the germs of human en- 
dowment have to be nurtured and assisted to produce a 
full and healthy development. 



LECTURE NO. 1. 95 

Life is the exertion of power ; and all adequate exertion 
is joy in existence. Tlie cliild shows this in his expressions 
of gladness, when he presses his little feet against the 
mother's hands or against any object that will resist the 
pressure. This must be encouraged and repeated, or ex- 
ercises of a similar kind encouraged, in order to strengthen 
the muscles of the back and legs. But the most import- 
ant exercises are for the hands, as they are the most im- 
portant tools of man. The more man is relieved from 
hand-drudgery in work b}^ the use of machinery, the more 
the skill of the hand must be developed, that it may be 
employed in the constantly advancing works of art and 
industry. The hands of children among the poorer classes 
are mostly stiff and clumsy, still they must serve to gain 
daily bread. Without this early exercise the elasticity of 
tlie hand is lost in a great measure ; the muscles do not 
gain sufficient flexibility and strength to meet the demands 
in the higher technics of our day. Sculptors and great 
performers on the piano or violin are well aware of the 
fact that only by constant practice in early childhood could 
they have overcome the technical difficulties of their arts. 
Then again nothing marks noble freedom more, than the 
free and graceful use of the hands and arms. An unedu- 
cated, neglected body and mind uses the whole arm with 
awkward elbow often embarrassed by not knowing how to 
use the hand. A teacher of elocution once expressed to 
me her satisfaction that people's attention was being- 
drawn to the early exercising of the liands and arms ; for 
she had seen young men trying so hard, while taking 
lessons of her, to overcome the stift'ness and awkwardness 
of these limbs, that she felt the greatest pity for them, 
owing to their lack of ease and grace, which ought to be 
and is the birthright of every human being. Dancing- 



96 NATIONAL KINDERGARTEN MANUAL. 

masters consider the use of the hands and arms as the 
foremost of all graces in the drawing-room. 

It will not only save time, but a large amount of tedious 
drill at a later period, if a certain amount of mechanical 
skill, flexibility and grace are acquired by means of play 
in childhood. Froebel's systematic plays not only aim at 
this physical training, but also at the development of 
mind and soul, thus preventing idleness and vacancy of 
mind — the worst enemy to morality and childish inno- 
cence. In Froebel's Song-Book for Mothers is contained 
the keynote of liis method of early training in accordance 
with the laws of nature. I have translated quite a number 
of these musical plays, many of which may be found in mj 
"National Kindergarten Songs and Plays," and in my last 
song-book, "Cheerful Echoes," published by De Wolfe, 
Fiske & Co. No intelligent mother can fail to recognize 
their use and value in not only giving delight to the child, 
but also contributing to his growth, bodily, mentally and 
spiritually, and that without any more outlay of time or 
effort than is generally given by mother or nurse to attend 
to the child. The difference being that the play is not 
simply for the purpose of pleasing the child, or to stop his 
fretting, but with the aim of making him more healthy 
and strong, more intelligent, more affectionate, and as a 
natural result more happy. 

And here I would speak of the excuse many mothers 
bring forward: that they have no time to make use of 
Froebel's system of infant-training * If they will only take 
the trouble to find out what it is, they will find that they 
will have more time than before. For the child being 

* Take the twilight, dear mother, when you can no longer see to run the machine or 
embroider on the garments, which, if made plaiulj-, would save you so much worry and 
time, while they would be no less comfoitable. 



LECTURE NO. I. 97 

amused a short time each day with these musical phiys 
and exercises for his limbs, will soon learn to amuse him- 
self without any assistance, by repeating and amusing 
himself in the manner shown him. His self-activity is 
aroused by these songs and plays, and he cannot help 
being more uniformly happy, more contented and depend- 
ing on himself for play and occupation. 

How Froebel would have the soft colored 

BALL INTRODUCED TO THE BaBY. 

Harry has awakened from his sleep. After Ids usual 
morning-bath, he always has a most refreshing nap. Wliile 
he was asleep, mamma has been busy making the first toy 
for her darling. She took some cotton wool and wound 
some red worsted over it, to form into a ball, which the 
smallest hand can hold. With a tapestry needle she 
buttonhole stitched round after round with the same 
worsted, until it was entirely covered, and then finished 
it by braiding three double strands of worsted into a string 
for the ball. Now she hears tlie cooing noise of her little 
son, just three months old. She steals softl}^ towards the 
crib, where she sees him in vain trying to lift his head 
from the pillow. As mamma ap[)roaches, he seems to hold 
his little arms towards her. She wishes to have a little 
talk and caressing with her pet, before showing him his 
new toy ; but Harry's bright eyes have already espied the 
bright object in mamma's hand. 

"What have I here for my dear boy? What is it? 
Touch it. How soft it is ! how pretty ! " 

A sweet smile illumines his face, as mamma takes 
the string of the ball and swings it slowly to and fro, 
singing: 

" Tic tac, tic tac." 



98 NATIONAL KINDERGARTEN MANUAL. 

As yet he is unable to hold it, but he follows every move- 
ment with lively interest. Soon she changes the "tic 
tac," to a little more vigorous movement, and sings : 

" Ding dong, ding dong," 
or the direction of the ball is changed, and she says ; 

" Here there, here there," 
or, " Coming, going," 

or, " Forward, backward, 

The little ball comes, it goes." 

Although Harry does not know the meaning of these 
words, he is pleased with the different sounds, and more 
especially with the various movements. But mother has 
some work to do, which calls her away to another part of 
the room, and so, after she has supplied all his physical 
wants, she raises the pillows somewhat, in order to place 
the baby's body in a recumbent position, then places the 
ball-box upon the bed-spread before the child, and makes 
a swing for the little ball upon the lid of the wooden box 
in which the balls are kept, by putting the two round 
sticks, which came in the box, in the holes made for this 
purpose, and the square bar across the top to which the 
ball is tied. She sets the ball in motion and hastens back 
to her work, leaving Harry to his; for soon he is very busy 
trying to touch the ball. In this he succeeds after a while, 
which keeps the ball in motion. Care must be taken not 
to allow the child to become impatient with the ball which 
is suspended before his eyes. For as soon as his attention 
has become fixed by the ball, he will experience a vague 
desire to touch it. This desire will be expressed by 
struggling exertions of the entire muscular system, culmi- 
nating, if not gratified, in impatient cries. The mother or 
nurse must always be near enough to prevent this ; she 
will set the ball in motion, and see to it that the child can 



LECTURE NO. I. 99 

grasp it before his impatience is provoked. Again, when 
she sees that the child is tired, she will remove the ball — 
not suddenly, but gently, and with the full consent of the 
child. 

The little finger-play which I now give is used for each 
hand in turn. 

Finger-Play. 

(For strengthening the hands, each finger is gently 
moved back and forth only so long as the child likes it.) 

Tliis is the mamma kind and dear. 

This is the papa standing near, 

This is your uncle (or brother), see how tall, 

And this is your sister (auntie) with her ball, 

This is the baby, sweet and small, 

These the family we'll call.* 

With the last line of the song the little hands either pat 
together or on mother's hand. Froebel with this little 
play, besides giving the desired exercise, desired to 
strengthen the family tie. 

In many other plays, even with the older children, the 
mother or nurse should have this end in view. The culti- 
vation of the home affections in every case will add much 
to human comfort and happiness. 

Arm and Wrist Exercise. 

(The hand is gently moved back and forth from the 
wrist.) 

1. Like the weathervane is going, 

When the stormy winds are blowing, 
Thus my little child shall learn 
All in play to twist and turn. 

Music in " National Kindergarten Songs and Flays." 



100 INIATIONAL KINDERGARTEN MANUAL. 

The other hand : 

2. Like the little bird is flying, 
Thus my little pet is trying 
With her (his) little hands to learn 
All in play to twist and turn.* 

(Ill the kindergarten the chiklren move both hands at 
once.) 

Educational Rules, 

With remarks based iqjon j^^'actical experience and the highest 
■medical and educational authority. 

Rule 1. Be careful what habits a child acquires dur- 
ing the first month of liis life. Do not rock or walk him 
to sleep, unless you wish to do it for years to come. 

Nurses who have the care of the infant during the first 
month of his life are reponsible for a great deal of trouble 
to parent and child. Frequently they prefer holding the 
child, even when he is sound asleep, rather than sew or 
do any other work. When she leaves, the baby has ac- 
quired the habit of being held rather than to lie on the 
bed. 

Rule 2. As much as possible, have regular hours for 
the child's sleep, as well as his play (with the mother or 
nurse) and his meals. 

Rule 3. Avoid all loud talking and inharmonious 
noises in the presence of a little child ; even bunches of 
keys or rattles should ratiier be exchanged for sweet 
tunes or musical instruments. Any of the sounds of 
nature are best for the child. Jenny Lind says her 
talent began to develop at the age of four, when she used 
to go into the garden, and not only listened, but imitated 
the songs of birds, or even the bee and the fly. 

Music in "Cheerful Echoes." 



LECTURE NO. II. 101 

Rule 4. Do not dilly-dally with baby while washing 
him. If he cries, do not stop in your work, but finish as 
gently and speedily as possible, then pet as much as you 
please afterwards. Of course his wants should have all 
been supplied before beginning the process. Also, it is 
not necessary to strip the child entirely in the beginning, 
especially if the room is not warm ; wash face and neck 
first, dress the upper part, then proceed. 

Hygienic Rules. 

1. When washing the child, wash the eyes first of all, 
so that no impurity from the body can enter into them. 

2. When washing, be careful to have the child's head 
away from the fire, the feet towards the fire. 

3. Carefully protect from draught during the process. 

4. The first three months of the child's life, especially 
during the cold weather, let the child sleep with the 
mother — warmth then is more important than pure air. 
If the child frets, feel his feet to see that they are warm. 



LECTURE No. II. 

Maternal Instincts Need the Guidance of 
Wisdom. 

how to make children gonsideeate for others. 

I WILL now continue to la}^ before you some more 
of Froebel's fundamental thoughts on Child Education, as 
they have been interpreted by Mrs. Lina Morgenstern of 
Berlin, the Baroness Mareidiolz (who has done more to 
disseminate Froebel's kindergarten system of education 



102 THE NATIONAL KINDERGARTEN MANUAL. 

in Europe than any other person), Miss Peabody, Mr. 
W. N. Hailmaiin and otlier educators, including myself. 

Infant training has, until now, been less thought of or 
cultivated than school education, and the civilization of 
the present century, so much praised, has not yet paid 
that attention to the subject which it merits, if it would 
faithfully fulfil its duties to the rising generation. The 
result of this indifference we see all around us, by observ- 
ing the thin, pale faces of our young people, many of 
whom seemed healthy, rosy children in infancy ; the 
premature oldness of children ; their emaciated limbs ; 
the sudden breaking down of the health of young women; 
the indifference and alienation of members of the famil}^, 
yes, even between parents and children ; the aversion of 
many women to raise children on account of their being 
so expensive and troublesome, forever wanting to know 
what can I do? which question the mother is often unable 
or unwilling to answer in a satisfactory manner. Almost 
all young, fond mothers think tliat their child, resting so 
softly imbedded in their love, is not to be pitied; there is 
nothing to be feared for it, and that with every rough air, 
all moral evil is likewise excluded; and yet how much 
sorrow results from that too great tenderness in mothers ; 
it lacks wisdom and enervates body and soul. Maternal 
instincts and affections have been generally considered as 
sufficient to insure the safety and perfect development of 
the child, and it is of priceless value. But when we be- 
hold the many troubles and vexations of life, beginning 
even with small children in their inharmonious intercourse 
with each other, and the wrong direction taken by their 
inborn activity and play, we feel the necessity for the 
torch of science to illumine our nurseries. 

There is now no longer the excuse to be brought for- 



LECTURE NO. II. 103 

ward, that there is no light on that iDarticuhar subject, ex- 
cept that of the human instinct, inferior though it is to tliat 
of most animals, on account of our having been endowed 
with royal reason. But we do have light now, and sufficient 
to make life far more of a boon than it has been to us, and 
all we have to do is to open our hearts to it and allow our- 
selves to be guided by it. How often have we seen a lifetime 
wasted — a thorn in the flesh, marring every enjoyment, 
reducing the amount of happiness to one-half of what it 
was intended to be, and all through the deplorable ignor- 
ance of the mother or nurse. An immeasurable amount 
of misery and suffering to parents and children will be 
prevented if our young ladies would give more of the 
time devoted to some less useful science or accomplish- 
ment, to the study of physiology and a thorough study 
of the nature and wants of the human being as elucidated 
by Frederick Froebel. No educational institution for 
young ladies should be without a department devoted to 
the science of bringing up children. Many valuable books 
have been written on education, but no one has done so 
much to study out the threefold nature of the child, and 
find out the right means of nourishing and developing his 
physical, intellectual and spiritual nature as the originator 
of the kindergarten, or, as he calls himself, tlie "discoverer 
of nature's method of education." I feel personally a 
deep sense of gratitude to this profound thinker and 
student of the human soul, who devoted his life to serve 
his Master by serving humanity. 

One of the objections raised against Froebel's system of 
infant training, beginning as it does with the child three 
months old, is that there is such a thing as beginning too 
earl3s and that it is wrong to interfere witli his innocent 
harmlessness; and some parents perhaps ridicule the idea 



104 ISIATIONAL KINDERGARTEN MANUAL. 

of introducing the colored balls to the child's perception 
at that tender age, with a view to educating him. Let us 
try to find a good reason for Froebel's doing so, and see if 
we cannot remove the objection of the kind parent. 

When we come to consider what has been the popular, 
we might say universal interpretation and naming of the 
word education, these objections are not so much to be. 
wondered at. Many people think that education means 
the conning of printed lessons, in order to exercise the 
memory and intellectual faculties of children — that it 
naturally includes the occupations which necessarily ob- 
lige the child to continue in certain constrained positions 
for a certain number of hours per day: — tlie constant 
admonishing from teachers and parents, chiding or dictat- 
ing how the child shall deport himself, walk or dance, so 
as to gain the approval of admiring friends. While in 
reality education means a harmonious and natural develop- 
ment and careful training of every endowment of the 
human being, ph3'sically just as much as intellectually 
and spiritually, to prepare and fit the child to enter into the 
strife and battle of life with a full and elevated compre- 
hension of the laws of his own being, of the position he 
occupies in tlie world, and his relation to it, with an en- 
lightened view and honest conviction of the right and 
healthful means for him to adopt in order to attain his 
destined work and mission on eartli. 

We will now show how the following song for tlie ex- 
ercising of the arms is to be introduced to the larger 
children : 

Perhaps the baby has just been fed with milk, or tlie 
children are eating lunch. Mamma says, " How Harry 
enjoys his nice supper of bread and milk ! Do you know 
how we get the sweet milk ? " 



LECTURE NO. IT. 106 

"O yes, tlie milkman brought it, and papa pays the 
milkman for it." 

"But where does the milkman get it?" 

"From the good mooley cow! Sure enough, but he 
has not time to milk the cow himself, so he lets Peter 
milk her. And Mooley, how does she get her supper? 
She does not like milk, she loves the nice sweet grass and 
hay, so Peter, wlio heard Mooley say, 'Moo, moo, moo, it 
is time for me to have my supper, too ! ' takes the sharp 
sickle and goes with it to the meadow, there to cut down 
some grass for the good cow. How came the grass there, 
can Peter make one blade of grass? No, not one. God 
made it grow. But Peter can cut it down, and as he cuts 
down a good deal at the time, the good horse is taken to 
the meadow with the hay wagon to help draw Mooley 's 
supper to the barn. Now we will play that we were cutting 
down some of the nice grass ourselves, and sing a sweet 
song for the baby. 

Song foe, Exercising the Spine and Arms. 

(The young child sits and sways back and forth ; the 
older ones stand firmly while swinging in time with the 
song.) 

Mowing Song. * 

" Peter, to the meadow go, 

And the grass so quickly mow. 

Bring it home to mooley cow, 

For she wants her supper now, 

Peter, do not be so late. 

Do not make jny baby wait 

For his food, from mooley cow, 

For he (or she) wants his supper now," etc. 

"What applies to the introduction to the child of this 

* Music in " National Kiiideritaiteu Songs and Plays." 



106 NATIONAL KINDERGARTEN MANUAL. 

song applies to every other, for it is a foolish practice to 
let a child babble after us what has not previously been 
thoroughly explained to him, and will not therefore exer- 
cise his reflective powers in the least. 

Continuation of the Ball Play, 

The infant is to be amused with the red ball from day 
to day until all the various exercises have been gone 
through with, or the child shows less interest in its 
appearance, when the blue one should be substituted. 

To-day mamma brings the little playmate for baby, she 
lifts it up higher in the air and sings : 

"Up, up, up — down, down, down" or "higher up — 
lower down ! " always suiting the key of the voice to the 
action. When she changes the movement she sings : 

"Nearer, nearer — farther, farther " or "the little ball 
comes, the little ball goes ! It comes ■ — it goes." 

Harry grows more and more interested, perhaps he is 
not in his little bed, but sitting up on a shawl on the 
lounge in the sitting room. Mamma lets baby's hand take 
hold of the cord with her's and makes the little ball hop 
over the other little hand saying, — 

"Hop over here, hop over there, over here, over there," 

Or she sings, 

" Over liere, over there, see our little b<all swings, 
While mamma happily to her little baby sings." 

Or she sings while swinging the ball, — 

" My ball it loves to swing. 
And mamma loves to sing; 
So merrily, so cheerily, 
Oh ! see the ball can swing. 



LECTUKE NO. II. 107 

Or, Swing, swing ! to and fro, 

See my little bailie go ; 
Swing, swing, left to right, 
Baby watches with delight."* 

Excited to self-action by all this play with mamma, the 
baby will be quite content to allow her to resume lier 
sewing near by. When tlie ball is to be put away, the 
swinging may be done over tlie box in which it finally 
disappears with these words, — - 

"It didn't go over, it's gone in there, 
We cannot Und it anywhere; 
The little ball has gone to rest, 
See it in its little nest ! 

By, by, little ball!" 

If the child looks sad or disappointed, — 

" Once more the ball is here, 
To play with baby dear." 

He can now amuse himself with it as we sing, — 
"Round and round and round it goes, to the right, to the left. 
See me going round and round, never idle am I found. 
Bell high on the steeple. 
Calls to church the people. 

Ding-dong, ding-dong, 
Ding-dong, bell! " 

(If the ball falls, baby is lifted down to pick it up with 
mamma's help. Have a separate ball for the play with 
the child, kept only for the lesson.) 

Hygienic Rules. 

5. In the spring let the child take his out-door walks 
in the afternoon ; in the autumn let him go out in tlie 
forenoon. The spring morning partakes of the preceding 

* Music in "Cheerful Eclioes." 



108 NATIONAL KINDERGARTEN MANUAL. 

season; the afternoon of the coming season. In the 
autumn the morning is more like summer, the afternoon 
like winter. 

6. The Avhole batli is to he preferred to the partial bath. 
98° Fahrenheit must be the degree of heat — to be re- 
duced as the child grows older. 

7. If the child does not sleep well, give him a batli be- 
fore going to bed. It is an excellent sedative. 

8. Consider what the child sleeps upon, in regard to 
his coverings. If on feathers, he needs only half as much 
as when on a mattress. A famous French physician 
recommends for adults to sleep with as light a covering as 
possible, and not suffer from cold. The feet require extra 
covering. 

Educational Rules. 

5. Prevent a fuss with your child by turning his at- 
tention to something different ; especially is this efficacious 
if the object is in motion and pretty. 

6. Hang attractive pictures in the nursery, and change 
them after a while for others. 

7. It is a foolish practice for servants to let children 
beat tlie table or chair against which the child fell or hurt 
himself, as it develops revengefulness. 

8. If a child is disposed to be greedy over his meals, 
turn his attention to the sources whence his food came, or 
let him give some of it to tlie cat or dog. Quite the con- 
trary course must be pursued if the child is excitable and 
easily diverted. 



LECTURE NO. 111. 109 



LECTURE No. HI. 

The infant holds the same rehition to man which the 
tender bud liolds towards the majestic tree. It is true 
that in the seed is already indicated what will be the 
form, the quality, and the nature of the plant ; and light 
on the subject of rightly influencing the seed is most 
welcome and to be eagerly accepted. But it is also well 
known to what extent the plant can be affected by culti- 
vation, by tlie removal of weeds and insects, the judicious 
use of the pruning-knife, a free supply of air, sunshine and 
water. The true aim of all education should be, to begin 
with the child at a tender age, and use every means at 
our command to modify natural defects and turn every 
capacity into good and useful channels. This heaven- 
appointed task has been more especially assigned to 
woman, and for this purpose nature has endowed her with 
love, patience, and spiritual power of endurance, that she 
might be the supervisor, yea, the visible guardian-angel of 
the earlier years of the cliild's life. 

If we did not make the very great mistake to imagine 
that the immediate surroundings and the first experiences 
of the tender baby of only a few months of age were of 
no consequence to the cliild's future life as well as to his 
immediate progress, so long as all his physical wants are 
satisfied and well taken care of, we should behold a 
very different generation of human beings from those of 
the present day. One of the highest aims of education, of 
moral culture, should be to make duty and goodness 
agreeable. This is the main object which the kinder- 
garten system keeps in view and strives to attain. When 
love for goodness and a taste for usefulness is once awak- 



110 NATIONAL KINDERGARTEN MANUAL. 

ened later in life, this will overcome all difficulties and 
conquer what otherwise would be very disagreeable. 

Our common schools have no such results to show forth. 
School should be no longer simply a place in which to ac- 
quire intellectual knowledge or proficiency. It ought no 
longer teach sciences apart from their application to life, 
but it should prepare the young for the every-day life and 
work of their existence. No one can become a master in 
any art merely by committing its technical rules to mem- 
ory, necessary as this also may be. We are told in the 
Bible to work and pray, which means, to seek communion 
with the Heavenly Father and come to him for light, 
wisdom, faith, courage, and strength to do His holy will; 
but we are to show in deeds that our prayer is heard, and 
that the Heavenly Spirit is the motive of all our actions. 
Mere technical instruction by books — good and necessary 
as it is at the right age — is, of course, far easier to give, 
at least for the teacher, and that is, no doubt, the reason 
why primary teachers who use the smallest number of books 
are paid the least. But the scholar gets used to mere 
repeating of facts, and does it in most cases without 
thought or investigation. 

Following the normal progress of a child's development 
we observe: first, that its powers germinate and grow; 
secondly, they are assisted in that growth and progress 
by exercise ; by exercise they become productive. Lastly, 
the child acquires a consciousness of his powers by seeing 
the effects he produces in the use of these powers. Bather 
than simply to commit to memory, the young mind would 
prefer, and wishes, to reproduce the images and perceptions 
he acquires, and to embody them in an external form, when 
they become more clear to him. 

Facts are better than words. When we know what a 



LECTURE NO. HI. Ill 

thing is, then the conversations we hear around us, and 
the books we may read in hiter years, are full of meaning 
and interest. 

There are a thousand facts of creation, which a child 
ought to know before he is out of childhood, and about 
which most men know nothing, so wretched has been their 
training. 

Frederick Froebel's system of education is based so en- 
tirely upon the nature of the child and his natural require- 
ments, that when it is being taught and applied people 
seem astonished — like with all great discoveries — that 
all those means which seem so simple and to the purpose 
have not been known and in use before. But we will now 
proceed to the practical part of our lesson. 

To-day it is raijiing, and baby cannot go out. Mamma 
walks around with him for a short time, but when she 
wants to rest, she thinks of the little ball just in time. 
She takes it from the little box and sings : 

Round and lound we go ! 
To the right, now to the left ! 

The child grows more and more animated, so the nurse 
or mother sits down near the table and lets the ball jump 
on one spot while she sings : 

— Tiji, tap, tap, 
Baby sits on mamma's hip 
Bailie's hopping, tip, tap, tap, 
Tip, tap, tap, tip, tap, tap. 

She lets it hop higher and pretty soon sings another 
song: 

Hop, hop, hop on high, 
Like a bird you seem to fly. 
Higher, higher ! higher, so, 
See our little bailie go. 



112 NATIONAL, KINDERGARTEN MANUAIi. 

The ball spins around upon the table : 

See it going round so pretty 
Like a cunning little kitty ; 
Spin around yourself my ball, 
I'll take care you do not fall. 

Draw it, draw it ! come along 
While we sing a pretty song. 
Here it is, now you uiay have it 
Clean it is, and pretty too. 
It has come to play with you. 



Song of the Clock. 

Come and see, come and see, 
. How goes the clock so merrily ; 
The pendulum goes to and fro, 
And never from its course does go. 
Swings forward first, and then swings back, 
Always tic, and always tac, 
Tic-tac, tic-tac, tic-tac. 

Clock, in thee I must believe, 
Therfore you should ne'er deceive; 
Tell me the time to work and eat. 
For walking and for slumber sweet. 
Forward swings tlie weight, and back, 
Always tic and always tac. 
Tic-tac, tic-tac, tic-tac, tic-tac. 

The ball hopping from the table into the box and out 

Catch it, hold it, there it is ! 
Gone again, now how is this? 
Down it dives, and now 'tis trying, 
Like a birdie, it would be flying; 
Now it rolls away from here. 
But we'll pull it back, my dear. 



LECTURE NU. III. 113 

The bull is swuii"' in a laro-er circle, then a smaller one: 

Ball, we hold you by the string, 
Soon around yourself you'll swing. 
Always lai'ger, always larger. 
Always smaller, always smaller. 

After a wiiile, mamma sings again : 

Over here, over there, see our little bally swings, 
While mamma happily to her little baby sings. 
It did'nt go over, it's gone in there, — 
We cannot find it anywhere. 

Harry looks sad, but mother lets baby peep into the 
box, and he laughs to see it come out again to continue 
still longer to be his little playfellow ; and now he shall 
play alone. Mother seats the baby upon the bed on some 
old shawl with pillows behind him, and baby's hands 
are getting ready to take the ball. Slie first withdraws it 
several times and sings : 

Take the ball so soft and bright, 
Baby's hand can hold it tight, 

When, finally, the ball is to be put away: 

Now the ball must have some rest; 
Drop it in its little nest. 
Bye, bye. 

When the baby is fretful, nurse's fingers drum against 
the window or on the table, and she sings : 

1. Five farmers are coming in full gallop, 
I hear them coming, hop, hop, hop ; 
Whom do you want to see in here? 
We want to see your baby dear. 
Oh 1 my good farmers, hear her cry, 
To please her it's no use to try. 

She cries and frets, I know not why, 
But she'll be better by and by. 



114 NATIONAL KINDERGARTEN MANUAL. 

My baby dear, that will not do, 
^Ve want to sing some songs for yon ; 
Your fretting so sends ns away. 
We'll call again another day. 

Nurse drums again, when the chikl is in good-humor: 

2. Five farmers are coming, just look and see; 
They're tying their horses to a tree. 
Whom do you wish to see in here ? 
Me want to see your baby dear. 
They say, he is the sweetest child. 
Just like a lamb so meek and mild. 
Like a cooing little dove. 
He returns his mother's love, 
We would like to, if we can, 
Kiss this darling little man ; 
[If a girl : We would like to give a kiss 
To your dai-ling little miss.] 
Come, come, come and see, 
How good our little pet can be ; 
Come and see how full of glee 
Our little pet can be. 
Good-bye, good-bye, good-bye. 
They are going off in full gallop. 
Oh ! see them going, hop, hop, hop, 
Come again, come again good farmers here, 
To see our little children dear. 

Song for Exercising Baby's Spine. 

(Baby is sitting on the bed or carpet, while nurse gently 
holding his hands lets him fall in time with the song :) 

FALLING SONG. 

3. Down my little pet is falling. 
But it does not hurt at all. 
Hear her cooing, laughing, calling, — 
Down again she wants to fall; 



LECTURE NO. III. 115 

For with inamina (Katie) she is playing, 
And no harm or ill is near. 
II : Well she knows it will not hurt her, 
Down goes baby without fear : jj * 

Hygienic Rules. 

9. Darken the room where baby is sleeping, but not 
by draperies around his crib, which retain tlie bad air. 

10. Never let baby ride in a carriage till he can 
sit np. The jar to his brain when in a lying position is 
injnrious. Let him be carried in arms till lie can :jit up. 

11. Be careful about having baby's head resting too 
much on tlie hard arm of the nurse during the first month. 
Thousands of children die with convulsions because the 
soft bones of the head are made to press together. 

12. If baby's bed-room is used for a sitting-room, then 
be sure to let every one leave for a short time at night, 
and open the windows to change the air before the baby 
is put to bed. 

Educational Rules. 

9. Do not take the baby up the minute he wakes 
up, but let him first get fully awakened and lie a few 
minutes, if he is not crying. This prevents a tyrannical 
disposition. 

10. Refrain from giving positive commands to a little 
child. Give him the habit of obedience, but it is not 
wise to interrupt the child's play by an order. Leave him 
as much as possible to himself, and so far as it can be 
done without injury, let him learn the consequences of liis 



* Music for 1, 2, is in " Cheerful Echoes;" for No. 3 is in " National Kindergarten 
Songs and Plays." 



116 NATIONAL KINDERGARTEN MANUAL. 

own actions. Too mucli cautioning and forbidding is to 
be guarded against. * 

11. Be careful to consider if a child's wish shall be 
gratified or denied before you give your reply. To grant 
it afterwards because the child teazes or cries is inju- 
dicious. We are apt to be too quick in our refusals of 
innocent requests, Avhicli may perhaps inconvenience us 
somewhat. 

12. A wise mother, on hearing a child fret, gives him 
something to eat before settling the question of right or 
wrong. Many little ones become troublesome when hungry, 
but are too much absorbed in their play to know what is 
the matter. 



LECTURE No. IV. 

A GREAT man has said : " Let me make the sonc/s, and 
I care not who shall make the laws.'" Perhaps he did not 
overestimate the powerful influence of songs over the 
human heart. The cradle-songs which liave been handed 
down from generation to generation, are pretty much 
alike in all generatioiis. Of such tratlitional lore, Froebel 
collected what would suit his purpose best. For cen- 
turies, the mother's instinct, impelled by the desire to 
amuse her child, has been inventing little plays for 
the exercise of his limbs, which have, of course, con- 
tributed somewhat to their development, but only in an 
imperfect manner, as everything must be where affection 

* I know a joiing man, whose mother made ihe mistake of cautioning him every time 
he went out of her sight during his childliood. Ue was in tlio habit of looking out to 
the right and left, to see if any danger was approaching. Instead of a strong, manly, 
erect form, his head and shoulders were somewhat thrown forward, and an expression 
of timidity is notable on his amiable countenance. 



LECTURE NO. IV. 117 

is not guided by wisdom. This playing was often nothing 
but a thoughtless tossing or dandling, because mothers 
and nurses liad not the proper end in view — the strength- 
ening of the limbs and the awakening of all the dormant 
faculties of the soul. No mother plays with her baby 
silently, and she has early learned from experience that 
rythmical sounds give from the very beginning the most 
pleasure to the baby, and that it proves a wonderfully 
effective power to soothe tiie nerves, and remove un- 
easiness. Those who yet remember with tender emotion 
the lullabies with which a mother's voice hushed them to 
sleep, will understand Froebel, wdio sees in these songs, 
which accompany the first infantile plays, the means of 
developing the child's emotional nature. 

Very much of the benefits and the success of the Kinder- 
garten training is invisible at the time ; it is negative, and 
assists in preventing harm. Then again, its positive suc- 
cess is so simple that it cannot be expected to attract 
more notice Avith people who are always expecting imme- 
diate results, than, for instance, fresh air, pure water, or 
the merits of the family physician, who keeps the family 
from getting sick. But as applied in the nursery, the in- 
creased healthfulness and happiness of the baby reacts 
upon the mother, and the whole family circle are made 
better and happier by the use of the system. 

"The ball is used in a great variety of plays, both in 
the nursery and the kindergarten, and becomes the centre 
of a little world of beauty, life and pleasure to the young 
child : the vehicle and source of a great fund of inform- 
ation, — the material for the unlimited exercise of his 
powers. For he sees the little ball moving to and fro, 
before his eyes; approaching him and then receding from 
him. He has held it in his little hands ; recognizing it 



118 NATIONAL MINDERGARTEN MANUAL. 

unconsciously as a tiling that has an existence separate 
from his own, and yet capable of entering into more or 
less intimate relations with him : and these motions or set 
of movements being accompanied by appropriate words or 
music, they may be multiplied and varied at pleasure. 
Occasionally other objects may be used instead of the 
ball in order to direct the child's attention to noticing the 
same qualities or the same form, and by repetition of the 
same experiences as with the ball, to corroborate the 
teachings with the ball. Sometimes two or more balls may 
engage in this play, but care must be taken that this prac- 
tice is not carried too far, for fear of scattering the child's 
attention, or of confusing or blurring his conceptions. 
The representative syllables that accompany certain mo- 
tions must be simple, and the same or similar motions 
must always be attended by the same or similar words, 
syllables or sentences. This will not onlj^ hasten clear 
perception on the part of the child, but will also enable 
him to succeed sooner in his efforts to repeat the sounds 
and learn to speak. Again, the child must not be sur- 
feited with too much sameness and monotony, or confused 
with too much variety. The fii'st tires out the child's 
attention ; the second gives him no chance to fix his at- 
tention upon any thing or motion long enough and dis- 
tinctly enough to obtain a clear idea thereof. 

Above all, the activity of the mother or nurse must 
never drown or unnecessarily interrupt the self-activity 
of the child ; for it must be remembered that the child is 
self-active not only when he moves or cries or tries to 
talk, but also when he looks and listens ; when he attends 
more or less consciously to any impressions upon any one 
of his senses, or even when he muses in a half-wakened 
condition. A boisterous, rude voice, violent motions from 



LECTURE NO. IV. 119 

too much tossing up, fast talking, or too much caressing and 
many other well-meant practices, wliich the child is subject- 
ed to by tlie mother, nurse, or visitors, may in such cases 
do a great deal of harm, by interrupting the child's whole- 
some quiet or self-activity. On the contrary, tlie judicious 
mother or nurse will, in all her actions, in the character of 
her words, adapt herself to the child in its efforts to learn 
and to do ; and the uniform good-humor of the child as 
well as the rapid development of all its powers, physical, 
mental, and affectional, will prove how well she does her 
part of the educational work." 

" If after a child can walk, run or jump, his young limbs 
need varied and systematic exercise for tlie muscles, how 
much more does he require them before self-activity com- 
mences. Common gymnastics are designed to exercise 
and develop every muscle, but such exertion would tire 
young children. His interest must be awakened in various 
directions, that he may be made happy and joyous. A 
cliild is ever willing to show his height, while he is apt to 
be unwilling to stand erect or to stretch out his arms to 
no purpose. There must be a meaning to all there is 
done with a child, suited to his comprehension, such as is 
furnished in Froebel's play-gymnastics. The exercise for 
the body is in them made also an exercise of all the soul- 
organs, as it were, and the first playful activit}^ of the 
child becomes the starting-point for further development 
and advancement in the kindergarten." 

All the little songs which are given for the amusement 
and benefit of tlie infant will be found to be very enter- 
taining and pleasing to older children. To these they 
should be introduced in the shape of a little story or con- 
versation, as it is done in tlie kindergarten. Thus with 
the weather-vane song for exercising the wrist, it is well 



120 NATIONAL KINDERGARTEN MANUAL. 

to introduce it when some object is seen moving, such as 
■the weather-vane or a flag; we may ask wliat objects they 
have ever seen moving, such as clothes on the line, the 
branches of a tree, birds, etc., children will enjoy the song 
much better if they imagine that they are representing 
some animate thing that lias come under their observation. 
By questioning a child about what makes things move, 
you will lead him to find out that it is the wind which 
makes them move in some cases. 

*' We cannot see the wind, yet we can see what it does. 
What else is there that you know, and yet you cannot 
see it?" 

Eva? "I can hear j^ou speak, but I cannot see the 
words." 

"Well, Stuart?" 

" I can smell the hay in the dark." 

"Rosie?" 

" I can taste the sugar in my candy when my eyes are 
shut." 

"So you can; that is because you can taste it. And I 
can feel the warm sun, or in the winter I can feel the snow 
and ice without seeing it. Yes, and more yet, dear 
children. You cannot see, hear, smell, touch or taste love, 
still you all know that your mamma loves you, and we 
all know how much God loves us by the thousands of 
good gifts he bestows upon us. Name one. Bertha?" etc. 

In the Kindergarten when the weather is stormy out- 
side, or the room is rather cold, and the time has not come 
for the movement games, the wind exercise never fails to 
get the children into a fine gloM^ of warmth through 
activit}''. 

After a few questions have been asked on the nature 



le(:tukk no. IV. 121 

and causes of the wind, wliicli they know is simply aii- in 
motion, children are led to find out that we need the 
circiUation of air, so as to bring sweet, fresh out-door air 
into the apartments to take the place of the bad air within ; 
that the fires could not burn without air or wind; the older 
children learn that no sound could be heard without air 
to carry it, that water would stand a long time in the 
streets without the wind to dry it up, no sailing vessels 
could move, no bird could fly, that the good wind scatters 
the seeds so tliat they need not have to lay too closely 
planted, etc., etc. Then a little story follows about sitting 
in an arbor taking tea, when Charlie, the child in the 
group, observes how very quiet it is, that not a leaf is 
stirring. "It is a calm, my child,*' the kindergartener con- 
tinues the story, " no ships can move : oh I hope ^ve may 
have some wind ere long ; yes ! now the leaves are stirring, 
a soft zephyr is kissing our cheeks, we call it zeph}^- — it 
is as soft as the wool our little balls are made of. ' But see 
that black cloud ! ' Charley's father exclaims: 'it is com- 
ing swiftly this way: hear the breeze which has sprung up, 
— let us hurry into the house ere the storm breaks in on 
us I ' As soon as the family had safely readied the house 
with all the tea-things, the rain began to descend.*' All 
the children follow the story b}' acting it out : they sit at 
first verv quietly, and when the word zephyr is mentioned, 
they gently rub the palms of their hands. This they do 
faster when the breeze springs up, with a soft, hissing 
noise; and when it begins to rain, tlieir fingers imitate tlie 
patter on the tables, while the teacher tries to imitate the 
rolling of thunder. After the rain a storm is an- 
nounced: they stamp with both feet as liard as they can, 
keeping, however, in their seats until the teacher lifts lier 
finger, when the calm takes place again. 



122 NATIONAL KINDERGARTEN MANUAL. 

The cultivation of the senses is very important, and a 
very dijferent thing from the gratification of the senses. 
True, high and noble enjoyment can only be had through 
their discipline and culture, and is the sole means of avert- 
ing low, coarse sensuality as unworthy of man. Tlie sense 
of taste is the first to develop. The child should not be 
allowed to devour his food greedily, but be made to dis- 
tinguisli different kinds, as in a higher sense ; the taste is 
afterwards to be developed and cultivated. While giving 
food, the mother might sing to the child a song indicating 
the sources of articles of food, or allow him to give some 
to the cat, bird or dog, while taking his own meal. In 
this way the child's attention is diverted and directed 
to something higher than mere self-gratification. With 
delicate, nervous children, who do not think enough of 
eating, and are diverted by the slightest provocation, we 
pursue the opposite course. 

" All's gone, all's gone, all's gone. 
What was here, now is gone; 
What was upper, now is under ; 
Where's his supper gone, I wonder ? " 

Ladt Baker. 

" Peter, to the meadow go," etc., is also useful to sing 
when we think the child has had enough to eat. 

The sense of smell should be cultivated, by causing the 
child to smell of various kinds of flowers, when we sing 
the " Sneezing Song." * 

"Now my little pet may smell, hat-zee! (sneezing). 

Of this pretty flower, and tell, hat-zee ! 

How it comes to smell so fine, hat-zee ! 

Shall I tell you, baby mine ? hat-zee ! 

A little angel may be hid, hat-zee ! 

Beneath this pretty flower-lid, hat-zee ! 



* Music in National Kindergarten Songs and Plays. 



LECTURE NO. IV. 123 

Who wants to give pleasure, hat-zee ! 
To my little treasure, liat-zee ! 
Baby shall enjoy the smell, hat-zee ! 
Of the flowers we love so well, hat-zee !" 

Playinc with the Ball. {Continued'). 

The box with the little ball is standing all ready. 
Mamma takes the blue one out to-day, and swings it 
round and round. But instead of singing, "Round and 
round and round we go, — to the right, to tlie left," 
mamma swings it round first in a wide circle, then in a 
narrow one, singing, 

" Always larger, always larger, 
Ever smaller, ever smaller," 
or, 

" Ball, we hold you by the string ; 
Soon around yourself you'll swing." 

Then she lets the ball hang down in a vertical line, spinning 
round itself, while she makes a purring noise, and then 
sings, " Turn around 3^ourself, my ball ; I'll take care that 
you don't fall: '' 

" Quicker, quicker, faster, so, 
See our little ball can go." 

As the quick motion may be too severe for the young 
child's e3"es, the mother changes in her play, and sings 
while she lets the ball hop on the table, then into the box, 
with the words : 

" Catch it, hold it ! Here it is ! 

Gone again, my little miss. 

Down it dives, and now it's trying — 

Like a bird, it would be flying; 

Now it rolls away, you see ; 

But I'll pull it back to thee." 



124 NATIONAL KINDERGARTEN MANUAL. 

The larger children in the Kindergarten can liave a 
simple object-lesson preceding the Clock Exercise with the 
balls. 

" The system of the pendulum-beat,s," says Froebel, as 
translated in " Froebel's Mother Play and Nnrsery 
Songs,"" has something very attractive — the motion, the 
wheelwork, the apparent life in the clock, the mechanism, 
and especially the mystery of its Avorkings ■ — ■ all have, no 
doubt, a great charm to the child ; but the whole attrac- 
tion does not lie therein. I am quite certain that a deep, 
semi-conscious sense of the importance of time lies at the 
foundation of the child's attraction to the timepiece and 
the pleasure he takes in the play of the clock. It is, there- 
fore, advisable to teach the child early to be regular and 
systematic about everything, and to notice the value of 
time." When you show him the picture accompanying the 
song of the clock, where Kitty is washing herself, you 
may say : 

" See how very neat and pretty 
Wants to be our little Kitty ; 
It snrely expects to see 
Some of my friends to visit me." 

" Come to me, dear child, we will make you clean and 
sweet too, to meet our dear friends whom we expect so 
soon. Your father's eyes, so clear and bright, will expect 
to see a clean little child, tlie clean little llowers (or snow- 
flakes, in accordance with the season), the dear little birds 
or doves all are coming to see him: 

" To make himself one with such visitors sweet, 

My child must be clean, (Helen, Harry) mnst be neat." 

But you have visitors all the time : either the bright 
rays of the sun, or the silvery moon, or shining stars, come 
to visit Harry, and see how good and clean he is. 



LECTURE NO. IV. 125 

The pla}' of the ch)ck is very simple with or without tlie 
balL The baby may be sitting on your hip, witli one arm 
free, which can be moved by mamma, pendulum-fashion, 
alternating the right and left arm ; and if the child is old 
enough to stand, both arms may do the motion, then al- 
ternately the legs may go through the exercise. In the 
kindergarten the children each have a ball of a color of 
their own selection, about which each one has told a little 
rhyme; they stand with heels together, up straight, and 
the ball representing the pendulum swings first forward and 
back, the second time from right to left, to the "Song of 
the Clock " : * 

" Bell, high on the steeple, 
Calls to church the people : 
Bim, bom, bim, bom, 
Bim, bom, bell." 

Educational Rules. 

13. Control your fears in the presence of a child. 
Give always the example of faith in God's protecting 
care. During a thunder-storm improve the opportunity 
of calling the child's admiration for the lightning, while 
quietly taking every precaution against danger. 

14.. Do not lead a child into temptation. If there is 
anything he particularly wants, keep it out of sight. Do 
not expect from a child what an adult can hardly do in 
the matter of self-control or self-denial. 

15. Have a soft couch in the nursery for discipline. 
If baby is tired, we tell liim he will feel all right after 
lying there a while. 

16. Let children thaidv servants for services done. 



* Also see " Bells on the Steeplo " and "The Chimes," in " Cheerful Echoes. 



126 national kindergarten manual. 

Hycjiene. 

13. Hold baby in an upward position after he has been 
fed, even if lie is asleep. Let tlie little head rest on your 
shoulder, .md after a few minutes, you will hear the air 
come up, which he drew in with the spoon or bottle. He 
will rest much better and longer than if he is laid down 
immediately after eating. 

14. Use burned linen rags and scorched flour, to put 
on baby's sores, in place of powder. 

15. Do not ride the baby backwards ; and guard the 
child's eyes from the sun. Never have attractive things 
placed in a such a position, near the cradle, that it will re- 
quire an effort for him to look at them. They want to 
be placed so that the eye can reach them easily and 
naturally. 

16. Follow nature as much as possible in the care of 
children. 

Every hour a child sleeps is so much capital for him to 
draw on in future days. The room should be quiet and 
dark. Do not even wake the baby to administer medi- 
cines, but state the irregularities to the doctor when he 
comes. Keep visitors away from the sleeping child. 



LECTURE No. V. 

Delivered by William Walker, Esq., to Kinder- 
garten Normal Class, Manchester, England. 

Nursery influence, the subject on which I am to address 
you, affords matter rather for half a dozen lectures, than 
for half-an-hour's address. To make the subject tangible, 
we will look rapidly at — 



LECTURE NO. V. 127 

The place occupied, - - - Nuiseiy. 

" occupants, ----- Children. 

" managers, ----- Mothers and P'athers. 

" consequent issues, - - The Lives. 
But we will take the occupants first. 

The occupants are given of God, or rather lent for 
training, — and are to go back to God, — at once the most 
helpless, yet most solemn and interesting of creatuies. I 
watch the lambs of the field, that have seen daylight only 
a few hours, gamboling and jumping together with the 
delight of life, and following inevitably the instincts of 
their nature. But witli the human lamb put into our 
chaige, how long it does, or at least ought, to eat and 
sleep, before the organs by which it is to gain knowledge 
of tlie outer world develop, and then how gradually I Take 
even one organ, the eye at first it sees things indistinctly^ — 
as they appear, and not as they are, for instance, without 
any idea of space, and it is only by a slow process that a 
true knowledge of surroundings is gained. This is not 
the place or time to speak of the house — the body — in 
which dwells this immortal germ which has to be devel- 
oped. Though it is so important, we have not time. Suf- 
fice to say, that, if from personal experience we i-eflect 
on the delicate and subtle connection and sympathy be- 
tween mind and body, we shall see how fearfully and 
wonderfully we are made. If the house in which the soul 
has to live, is uncomfortable, the tenant will not be 
happy, or thrive well ; and many a soul is injured or ruined 
in the nursery. 

Children should be laughing and playing, or eating plain 
food, and sleeping. Play is the bnsines.s of a child. You 
cannot think how much it exercises itself and teaches itself 
in play, if it be really proper play. 



128 NATIONAL KINDERGARTEN MANUAL. 

And now a word about the nursery. The fashion of 
modern life is very tyrannical and touches even the nur- 
sery. Whilst in very many cases the drawing-room, din- 
ing-room, and other rooms in the house are fitted with 
rarest appointments, how seldom do Ave find the furniture 
and appointments of the nursery bearing any resemblance 
to these as regards fitness ; and yet, if we could ask some 
high intelligence, who sees the erid from the beginning, 
which is the most important room in the family house, we 
imagine it would not be the drawing room or the break- 
fast-room, or the library, but the nursery, wliere dwell the 
little immortals. What, then, should the nursery be? The 
nursery should be the roomiest, cheeriest, airiest and most 
comfortable room in tlie house. Because the walls, the 
furniture, the very carpet, will influence the child, — -these 
should be wisely suited ; but I very much doubt whether 
we could find an upholsterer in this great city who has 
ready for immediate use an entire suite of nursery fur- 
niture. 

What ought we, then, to expect to find in a well adapted 
nursery, where there is a family of three or four children? 
Besides a hundred and one things, there would be the 
nursing-chair — easy, without arms; small seats, various; 
low tables, and no sharp angles to anything, but rounded; 
always a large but not soft crib in a quiet corner, for dis- 
cipline ; thus, where there is society there must be Imv, 
and where there is law there must be puinshment. But 
here arises one of the greatest difficulties of a wise govern- 
ment, whether national or nursery. Let us see how the 
Great Father does. Take the case of one of his favorite 
servants and children, as recorded in the Old Book. Tlie 
man was very angry; things had not gone as he wanted; 
he was impatient and asked that he might die. The Lord 



LECTURE NO. V. 129 

did not scold him, but got liiin into tlie wilderness, and he 
slept under a juniper-tree — the stillness might soothe 
liini ; he awoke, but the Lord did not scold him. There 
was food, and he ate ; then, even, the Lord did not scold ; 
but he slept, and ate again. A tornado of wind is de- 
scribed, but he did not see God in it. An earthquake fol- 
lowed, but he M'as not conscious of God in it ; nor in tlie 
tire which followed that ; but it was the still small voice 
wdiicli touched his heart, and made him wrap his face in 
his mantle. Now, in many cases it is unwise to scold a 
child or punish it directly, especially when, as for aught 
we know was the case with Elijah, this naughtiness might 
arise, perhaps, from a disordreed stomach, or something of 
that sort. We will suppose a little one is naughty. Don't 
say so, but " Baby is not very well ; baby must lie down." 
Lay it down on a nice, airy mattress, throw the neat cov- 
erlet over it. Sleep, in such a case, is the best physic. 

One of the great features of the kindergarten system is 
the way in which useful information is given, without un- 
due excitement of the brain — in fact, in the pkilosoplty 
of the toys — or, as they are called, " gifts." I use the 
word " philosophy " — alas ! we want more of it no w-a-days 
than we practice in furnishing tlie nursery. There was 
more philosophy in our grandmothers, when, instead of 
merely going to the shop and buying for much money the 
richly-bedecked and unsuitable doll, there was the search 
into the mysterious and wonderfully interesting " rag-bag," 
where was to be found, for the first doll at least, a very 
large selection of all kinds of prints, muslins, silks, flan- 
nels, piping, gimp, trimmings, etc., " all to he obtained 
at under cost priced And then the fun (really the lesson) 
in planning, cutting, fitting, and in making real clothes for 
the doll, instead of learning to sew, and pricking the iin- 



130 NATIONAL KINDERGAKTEN MANUAL. 

gers in having to hem a duster. Toys should be such as 
will have a useful tendency — not merely to amuse (except 
in case of babies), but as constructive toys. Take one ex- 
ample, tlie beveled brick. With a box of these bricks a 
child would at once understand the principle of an arch, 
of which it may be said that the world rolled round for 
4,000 years ere it was discovered or turned to practical 
account. 

Except in the early stages of childhood, toys should be 
as far as possible constructive, so as to lead to an acquaint- 
ance with fundamental shapes, sections of cubes, pyramids, 
cones, etc. 

The walls of the nursery may be made to the child of 
greater value than the walls of the drawing-room to its 
parents, though covered with its XIOOO worth of draw- 
ings. Let the coloring be quiet and agreeable in tone. 
An annual wash of color with lime in it Avill be all the 
better for health. Let there be rails on which to pin or 
from which to suspend, suitable drawings. Picture are the 
books of a young child. What a library is to up-grown 
persons, pictures are to children, the only book, in fact, 
which they can read. It is a solemn truth that character 
is much affected by the kind of literature the mind takes 
in, so is the tender child's mind inlluenced through life by 
the nursery pictures. What should they be these pic- 
tures which will so powerfully tell on the characters of 
our little ones ? For, as Tupper says, — 

. . . . " Scratch but the sapling. 
And the scarred and crooked oak may tell of thee for centuries to come." 

With all our wealth, with all our appliances, and though 
we are gorged with books, I am not sure that we have 
anything like a complete and suitable set of pictures for 
our nursery walls. The toys or " gifts " are excellent. 



LECTURE NO. V. 131 

What should these pictures be, then ? No hobgoblins — no 
pictures that will excite the brain, and interfere with 
sleep, food or laughter. If the food children take into 
their bodies be important, how jealously should the mother 
mind the pictures which they drink into their very natures ! 
Diagrams of mechanical powers, wlieels, etc., diagrams of 
laws of matter and motion, pictures (well and specially 
drawn) of all kinds of objects, animals, birds, etc., and 
these occasionally changed. If there were time, a com- 
plete microcosm of illustrations could be named. The 
"blackboard" is one of the most instructive appliances 
that a nursery can have ; but my position as a teacher and 
an artist forbids me to speak about it. So much for the 
nursery. But it may be said by some that I am speaking 
quite above the mark, and that few would like to go to the 
expense of furnishing a nursery after such a fashion ; in 
fact they could not afford such luxuries. We have not 
spoken of luxuries, but plain, useful appliances wherewith 
to make the child's home the happiest place on earth. We 
read in natural history of a bird, wliich, to make her nur- 
sery warm, strips the down from her own breast. The 
price of a cashmere shawl would well-nigh furnish the 
nursery, and the cost of an evening party would fill it with 
pictures. 

We come now to a delicate and difficult part of our sub- 
ject,] — the managers, the nurses. We ma}^ say things that 
will wound : we shall endeavor to say the truth in love. 
Now to whom are the children given ? To the mothers. 
Then the mothers are responsible. Let us look at them, and 
in doing so we will not be jiersonal, exce[)t in one case. 
The highest person in the lealm, our beloved Queen, has 
been and is a domestic queen, and has spent much of her 
time in the nursery. We will consider not only the upper 



132 THE NATIONAL KINDERGARTEN MANUAL. 

ten thousand, but tlie lower twenty millions. If we were 
to let slip and say tliat the greater half of tlie lower 
twenty millions treated their children worse tlian a man 
treats his dog or his horse, or than a bear treats her cubs, 
we should be considered very rude indeed, and guilty of 
using " unparliamentary language." 

And yet there are one or two lessons to note, that the 
puppy or the kitten learn from their mother. Obedience^ 
the first, last, and constant lesson of life is insisted on by 
Tabby or Juno in the management of their young. Do 
we always insist on, and obtain obedience from the little 
ones ? — not the obedience of necessity assisted by a box 
on the ear, but of love. If so, then are our little ones 
blessed indeed. 

But the mothers — these human mothers, let us consider 
them : they have the charge of immortals, not kittens or 
dolls. What preparation have tliey had for this kind of 
life ? Where were they schooled ? What have they read ? 
In what school or nursery have they studied ? These are 
inconvenient questions, no doubt, but they ought to be 
put, and answered too. 

It is said, and I think quite truly, that true education is 
that which best fits a man for the after-duties of life. And 
we ask again, where has the training been ? It may be 
replied, that the demands of society upon our time are 
such that nursery claims and duties must be deputed to 
others. Never. Nursery ivork may, but never nursery 
claims and responsibilities. 

I wonder how mucli time for making calls, taking jour- 
neys, etc., the birds have when bringing up their warbling 
families. It is true, some are fond of travel, the swallow 
to wit; but I think they wait till their little ones are 
grown, and take them with them ; and though, for aught I 



LECTURE NO. V. 133 

know, they may do a good deal of visiting and gossip 
during the season, in Italy or on the coast of Africa, they 
come back again and settle down to serious work. This 
illustration suggests to one a small double-rule-of-tliree 
sum, which might be put thus : If two sparrows, which are 
sold for one farthing, take such care of their young, how 
much more care should human mothers take of their little 
ones, whose value is beyond all calculation ? 

After all, the mother must have what are appropriately 
called "helps," or commonly nurses ; and here again we 
are on delicate and difficult ground. Who are these 
nurses, or really for the time these deputy mothers'^ and 
what are their requirements, their acquiremets, and qual- 
ifications? They must be full of goodness and truth, of 
great common sense or wisdom, of great tact or ready 
sense, intelligent, having no end of patience, and the love 
almost of a mother. 

The great social changes that must obtain in this, or any 
other country, before there can be any great improvement, 
as a nation, must be in the parents on the one hand, and 
the nurses, governesses, and teachers, on the other. 

The true, real nurses have to be made — trained. 
Nurses for sick people are trained in a regular training 
institution. Where is the institution for training nurses 
for the cliildren of our gentlefolk? I am not here merely 
to advocate the kindergarten system, but let me say, that 
where there is in the midst of a poor population a well- 
conducted kindergarten-school, the poor man's child has a 
wiser, more scientific, more natural and happy, and more 
useful nursery than is to be found in many a rich man's 
house. And I confess that, were I in that period of life 
when the mother of my children recjuired the assistance 
of a nurse, or, more properly, a nursery governess (for the 



134 NATIONAL KINDERGARTEN MANUAL. 

nurse ought to gov.erii), I fear, I should be so selfish as to 
go in the direction of the poor man's kindergarten-school, 
and steal one of his governesses ; for there we might find 
young girls wlio had been taught and trained in those 
common-sense subjects, and those wise and patient modes 
of dealing with children, the want of which has been a 
perpetual loss to those we most love. 

But not only should there be training schools for nur- 
sery governesses, but sucli an amount of pecuniary remu- 
neration should be offered as will command a better class 
of girls ; for, whilst warehouses and shops can offer high 
wages and more liberty, we can only have the residuum of 
young females from which to select those who join in 
sowing seeds — and what seeds ! — seeds which are to de- 
velop a harvest of good or bitter fruit in the hearts and 
lives of our children. So long as we pay our nurses and 
governesses as little or less than we pay our cooks, or the 
coachmen who cares for our horses, or the gardener who 
supplies our table with flowers, how can we reasonably 
expect to meet with persons, fit and capable, to tend those 
nobler and more precious plants which are growing up 
around our hearths? 

Tliis is then what is wanted, — that mothers shall take 
a higher view .of their work and their helpers; and that 
nurses shall be selected, educated, and raised to a higher 
sense of their work, and be better paid, and thus 
take their proper and legitimate status as the deputy 
mother. 

So far as mere rank — true rank ■ — • goes, as viewed 
from the throne of truth, it is not the doctor, nor the 
lawyer, nor the soldier, nor the cotton broker, that stands 
first. There is one that stands pre-eminently high in the 



LECTURE NO. V. 135 

nation — the mother, and, by her side, the nurse and gov- 
erness and teacher.* 

Hygiene. 

17. A child shouhl he carried in turns on the right 
and on the left arm ; and, when he makes his first steps, 
he must be held by both the right and left hand alter- 
nately. If he is restless, it is sometimes quite a rest to 
the little child to be turned over on the other side. 

18. Never tickle. It is dangerous, and reduces vitality. 
Any unnatural emotion must be avoided. The more quiet 
and free from excitement a little child is kept, the better 
for the child's health and strength and mental vigor. 

19. Boil the child's drinking-water if there is much 
sickness around. It kills all the animalculae contained in 
it. 

For headache or indigestion, drink hot water, — half a 
pint, if possible. Leave off coffee or tea if the headache 
is chronic. 

20. Give children oranges before breakfast in the 
springtime ; it is better than sulphur doses or any spring 
medicines. 

Educational Rules. 

17. Do not allow any frightful illustrations in your 
child's nursery books. Never use fear as a means of dis- 
cipline. Children have no fear until it is aroused by 
others. 

18. Before punishing, iind out if some jjhysical trouble 
is the cause of bad behavior. Do not punish in anger. 

19. Do not allow the child at one time what you for- 

* In preparing my course of TA'cturcH to mothers, I took p.imB.as I mentioned before, 
to lay before my classes tbe most advanced thought on the subject of child-culture, as 
eliminated by Fried. Froebel and his disciples. 



136 NATIONAL KINDERGARTEN MANUAL. 

bade him to do at another time. An obstinate, M^ilful 
child should be commanded and forbidden less than one 
more yielding. It is not wise to arouse obstinacy. 

20. Do not ask any little child to do what you know 
will be disagreeable for him to perform, and only serves to 
please yourself, such as reciting before company or saying 
things which are polite but untrue. 



LECTURE No. VI. 

Epochs in CiiiLD-LirB which Exert a Powerful In- 
fluence UPON Character and Disposition.* 

There are, in the life of individuals, as well as in the 
life of nations, epochs which exercise a powerful influence 
over their character and disposition; sometliing similar 
takes place in the life of children, and Froebel points out 
to mothers, that, by taking advantage of certain incidents 
in the child's life, the right educational influence may be 
exerted. The less the child's consciousness is developed, 
the stronger will be the moral effect of tliose incidents that 
seem to us so trivial and of such small account. If the 
importance of such events were rightly estimated, and the 
impressions made by them were not too quickly effaced, 
and thus the true effect disturbed, the whole moral devel- 
opment would rest on a more firm foundation. Every- 
thing, even the smallest incident in the life of the infant, 
is of importance, because it is the beginning of all that is 
to follow. For instance, Froebel considers the child's first 
full as one of the most important events in his early devel- 

* See Kriege's " The Child," or Barnard's " Oliild Culture." .\lso Hailmaun's 
" Kinderttarten Culture." 



LECTURE NO. VI. 137 

opraent, the effect of which should not be disturbed. The 
child's courage iu ruuiiing proceeds from ignorance of 
danger ; it is like virtues that have been neither tried nor 
tempted. The child falls, and its security born of igno- 
rance is at once shaken. Friends who rush to the rescue, 
lamenting over and petting are unwise: even if he should 
get hurt a little and scream in consequence, he should be 
left to himself long enough to receive a full impression 
from his first fright or hurt. Then caution awakens, self- 
confidence is no longer blind, and the necessity for caution 
and for gaining skill is learned by degrees. 

The following little song explains itself ; the words and 
melody are taken from Lady Baker's plays and songs : 

" Toddle up, toddle down, oh, there he goes ! 
Down on his fat knees, down on his nose. 
Up then my baby, try it again ; 
Toddle on, baby, try it again. 

Toddle, toddle, toddle, toddle, toddle on. 

Up then, my baby, try it again. 

"Oh dear, did it hurt, where my little dear fell? 

Mamma shall kiss it and soon make it well. 

Nought can we do, if we don't try it again. 

Up then, my baby, try it again. 

Toddle, toddle, toddle, toddle, toddle on. 
Up then, my baby, and try it again." 

Notliing renders men more superficial than a quick suc- 
cession of impressions, of which the one effaces tlie other 
without leaving any distinct trace on the soul. The 
present generation, especially in high life, furnishes 
enough proof of tliis. Fast reading, fast sight-seeing in 
travelling, the rushing from one enjoyment to the other, 
even in the higher ones of miture and art, the pressure 



138 NATIONAL KINDERGARTEN MANUAL. 

and huny of life more than anything else, make great 
numbers in our day superficial, empty, and wholly devoid 
of the spirit of normal spirituality, solid thought, poetry, 
or receptivity of great truths. 

As clearly as we recognize natural laws, we may see 
that neglect of or want of conformity to tlieni is outward- 
ly and visibly expressed in physical disease and suffering. 
In the moral world the violation of moral law is expressed 
inwardly by the voice of conscience, and its outward man- 
ifestation we call sin. 

The importance of the first plays of children has not yet 
been sufficiently recognized ; those who do not understand 
the soul of the child, or who have forgotten their own 
childhood, may smile, because we see in those simple plays 
the germ of the soul-life — the seed of spiritual develop- 
ment. A well-known play, pleasing to the youngest chil- 
dren, is " Hide and Seek." * The face of the child, or of 
the older j)erson, is covered with a handkerchief, and when 
this is withdrawn, the child will manifest the greatest pleas- 
ure. Froebel says of this play, " Anytliing which every- 
where among small children causes a manifestation of joy, 
must have a deep significance, of that you n-iay be sure." 
Schiller says, " There is often a deep meaning hidden un- 
der the play of little children." Let us see how Froebel 
interprets this one for us. The joy which the child mani- 
fests on seeing the mother again after separation, proceeds 
from the deepened impression of union with her, given by 
means of the contrast. But if the concealment lasts too 
long, or if the mother fails to show her joy at seeing the 
child again, it may cause disappointment, and awaken a 
liking for concealment, which may lead to lying. 

* See page 58, "Cheerful Echoes." 



LECTURE NO. VI. 139 

Cuckoo Song.* 

The cuckoo calls tlie baby, cuckoo, cuckoo ! 

Calls liim in joyous tone, cuckoo, cuckoo! 

For all alone, and sad he is, cuckoo, cuckoo ! 

The cuckoo calls to play with thee, cuckoo, cuckoo ! 

And now he's found, and we will play 

Together all this happy day. 

Who Ciin tell how the first germs of evil in children 
come, and what was the beginning? The least spark 
which illuminates the darkness of the first psychological 
process in the human soul is of importance, and Froebel 
has certainly looked deep into the soul of the child. Good 
and bad are closely connected, and as God's providence 
often turns bad into good, so education should seek to turn 
the tendency to evil into the channels of good. At the point 
where the danger of leading the child to secietiveness 
comes, help should also come. If the mother makes this 
an occasion for deepening in the child's mind the impres- 
sion of its unity with her, everything is gained. Outer 
separation gives the sense of inner connection, the invisi- 
ble bond. Unity is the ultimate end and aim, and sepa- 
ration is merely the means to bring it to outer observation 
and perception. This is Froebel's explanation of the plaj^ 
and it agrees with his law of contrasts, of opposites and 
their connections, which he applies to the moral plan, as 
well as in his occupations in the kindergarten. He never 
leaves a discord or contrast until it is resolved into an 
accord or unity by connection. The most essential thing 
in the child's education is the establishment of full confi- 
dence in the mother and father, and later in the teacher, 
so that it may not attempt to liide, in case it should 



' Illustrated in I.ee & Shepard's " Mother Songs and Plays." 



140 NATIONAL KINDEIIGAIITEN MANUAL. 

commit a fault. But this confidence can only be secured 
by living with the child his own life, by playing with it, 
by entering sympathetically into all things which move its 
soul, and in rightly understanding, or rightly guiding, the 
manifestations of its first development. Has the first fault 
been committed ? Loving sympathy with the first interior 
suffering of the child, as with an evil he lias himself 
brought about, is far more effectual than the severest 
blame.* 

That this l)hune must sooner or later be expressed, is 
certain, but it is always better to make the child see the 
real consequences, the effect of the fault committed. A 
look, a gesture, be it of gladness or of sorrow, the smallest 
child will understand. The moment of the first wrong- 
doing is therefore very important, because it is the point 
at which conscience awakens. That it may listen to this 
voice, it is essential that the child should learn to listen to 
an outer voice, to a call, and pay attention to it, if it is 
addressed to the child itself. Fi-oebel links this to the play 
of " Cuckoo, Cuckoo," in which the child, not seeing the 
mother, hears the voice, and rejoices over it. If a child is 
taught to listen to and obey the mother's voice, leading- 
to what is good and right, it will learn to listen to its own 
inner voice, nor leave it unheeded. 

♦Herbert Spencer's "Education," page 191. Parents cannot too anxiously avail 
themselves of this discipline of natural consequences. Among the advantages of this 
method we see — J^h'st, That it gives that rational coinprobcnsion of right and wrong 
conduct, which results from actual exiicrience of the good and bad consequences caused 
by them. Second, that the child, suffering nothing more than the painful effects brought 
upon him by his own wrong actions, must recognize, more or less clearly, the justice 
of the penalties. Third, that recognizing the justice of the penalties, and receiving 
those penalties, inflicted by the laws of things, rather than at the hand of an individual, 
his temper will be less disturbed, while the parent, simply taking care, passively, as it 
were, that these natural penalties are felt, will preserve a comparative equanimity. 
Fourth, mutual exasperation being tlius in a great measure prevented, a much happier 
and more intlueiitial state of feeling will exist between parent and child, bo it during 
infancy, childhood, or at a later period. 



LECTURE NO. VI. 141 

If the motlier bus secured the child's joyful obedience 
to her voice because she never commanded what was con- 
trary to his liighest good, and lias studied not to require 
what would be subversive of the child's personality, then 
she will easily teach it to love and obey the voice of con- 
science, God's voice within, that will accompany it through 
life as a guardian angel ; and she can teach it later, that 
thus is established and evidenced the relation connecting 
man with God. The same relation which exists between 
the child and his mother, when he begins to distinguish 
Ids will, his personality, from hers, will afterwards be recog- 
nized by the child as existing between his individual in- 
clinations, and the warning voice or judgment of con- 
science. If there is love, loving obedience and perfect 
trust, between mother and child, he will have learned to 
love the good for good's sake, and will obey the inner 
voice from free choice, from love of God. Man may be- 
come a morally free agent, or he may be a slave of his own 
passions, or do the behests of others, from flattery, threats, 
or promises of gain lield out; and, for each of these condi- 
tions, the foundations are being laid at this early period 
of life. The character of a man does not de[)end on the 
number of his failures, but upon the manner and condi- 
tion in which he rises and makes amends for the faults he 
may have connnitted. In our time and country, where 
obedience to the authority of a person is not demanded, it 
is evidently of the greatest importance that education 
should aim at developing obedience to law. 

Parents must early show the child that they themselves, 
their teachers, and every one, have to obey too, and that 
they cannot do as they please in violation of law any more 
than children can. 

This should be done to awaken the idea of lawfulness 



142 NATIONAL KINDERGARTEN MANUAL. 

and morality — an idea which becomes the governing one 
when children have outgrown the authority of the parents. 
All the good and rightful qualities of the child may be- 
come perverted and turned into faults. Early education 
has generally to deal first Avith wilfulness or obstinacy. 
But without self-will, cliaracter could not be developed. 
To insist on one's own peculiarities, one's own opinion, till 
overruled by something higher, because on this is based 
self-responsibility, or that which constitutes man an ac- 
countable, free-willed being. The child's obstinacy is the 
reverse of this awakened personality. 

Obstinacy may be aroused by doing something that the 
child dislikes, or refusing it something that it wants. If 
what it desires is legitimate, something that serves for its 
sustenance or development, then the child is in the right ; 
but if it is simply unwilling to submit to a reasonable de- 
mand of its elders, it is wrong, and must not be listened 
to. If a baby screams in its cradle for want of nourish- 
ment, or because it requires attention, it should not be 
left unheeded one moment. If it is neglecfed, the tone of 
its cr}^ changes into that of anger, and the attendants are 
to blame ; but if it screams merely because it is in haste 
to be taken up, it should not always be gratified, lest it 
become v/ilful and tyrannical towards attendants. Cer- 
tainly, it is reasonable that a child should want what is 
agreeable, and dislike to be left alone and unoccupied, 
but it must early learn to submit to conditions — to miss 
sometimes for a season what is most agreeable, and submit 
to what is less pleasant, for the sake of others. 

This, however, must not be carried too far, nor last too 
long, and necessary attention must never be withlield. It 
is difficult to do always the right thing; but love — the 
highest principle allied to wisdom — is the safest guide. 



LECTURE NO. VI. 148 

The child shoukl obey from love, which awakens energy 
for good, not from fear, wliich makes cowards. From lov- 
ing obedience springs veneration, which leads to the fear 
of God. In education, ivrong obedience is often mistaken 
for right obedience, — that is, the child's will is broken, in- 
stead of being turned into the right course, and it is for 
this reason that so few people are free and self-centred, 
or able to govern themselves (Rule 4). It would not be 
difficult to secure the child's obedience, if the right means 
were adopted. The main point is, to awaken love, and 
gain the child's confidence, never asking anything beyond 
his power to perform. In the beginning, it is better to 
avoid as much as possible requiring what is distasteful^ 
only by degrees demanding what involves self-denial 
or is unpleasant. The foundations of obedience, as 
well as of all other virtues, are in tiie main only good 
habits acquired then, and afterwards not difficult to 
retain. 

The Ball avithout a String, after Baby can Creep. 

If it rolls away : 

The ball, if it could talk, 
Would say, " I love to walk." 
Come, let us try to follow you, 
The baby too would like to go. 

Nurse lets baby take his first steps, holding him care- 
fully under both arms. 

The worsted ball can be made to dance around on a sau- 
cer. If it falls off, baby helps mamma to pick it up. 
The ball is thrown in baby's lap. First he clings to it, 
then tries to throw it back, and nnrse throws it up and 
sings : 

My ball goes up so sweetly, 
And down it comes so fleetly, 



144 THE NATIONAL KINDERGARTEN MANUAL. 

In the air, oh, liurrah ! 
In the air, oh, hurrah ! 

Or if otlier children are present, two balls pass each 
other in the air: "Now comes the ball to you, and it 
conies to me ; to you, to me ; to you, to me. Now comes 
the ball to me." With older children, the balls can be 
used also for color-lessons. 

Some of the same rhymes that were used with the soft 
ball may be used with the woodeu one also. Froebel sug- 
gests, too, that at this period a larger ball may be suspend- 
ed by a stout string from the ceiling, in such a way that 
the little learner may set it in motion, or raise himself by 
it, and thus gradually learns to stand. He thinks that 
this mode of learning how to stand calls into more active 
exercise all the child's muscles, and is superior to the 
more ordinary way of letting the child draw himself up 
by chairs and other standing objects. He is less exposed 
to injury from falls, on account of the greater efforts he is 
obliged to make to maintain his centre of gravity within 
proper limits. He also suggests that as an exercise to 
strengthen the muscles of the body, especially the hips 
and thighs, to let the child grasp a ball to which a stout 
string is attached, and let the father or the nurse raise and 
lower the string, with the child clinging to it, toucliing 
the feet to the ground each time it is lowered, and gradu- 
ally lifting him higher and higher. No better lifting cure 
could be devised for grown-up people, from wliich two- 
fold practical results of great excellence would be the 
consequence. 

Educational Rules. 

21. Little quarrels among children can quickly be 
brought to an end, by gathering them around you and 



LECTURE NO. VI. 145 

telling them a stoiy. Still better if the story sliows the 
ridiculous side of the previous quarrel. Illustrate, by the 
story of two rats fighting over a piece of clieese, while the 
wee mouse ate it. 

22. Avoid as much as possible praising a child's natu- 
ral talents in his presence. His good actions may be en- 
couraged by judicious praise. 

23. Do not allow any teasing. What may seem a 
trifle to you is not so to the child. 

24. Strengthen a child's will. by giving liim o})portunity 
to decide or choose for himself. Some people are forever 
making up their minds. But whichever way they may 
make it, they wish they had made it the other, so they un- 
make it directly, and by this time the crisis of tlie first 
hour which they lost has been complicated Avitli that of 
the second hour, for which they are in no wise ready. 
Ojjportunities, great golden doors which never stay open 
for any man, have always just closed when they reach the 
threshold of a deed ; and it is hard, very hard, to see why 
it would not liave been better for them if they had never 
been born. After all, it is not right to be impatient with 
them, for, in nine cases out of ten, they are no more re- 
sponsible for their mental limp than the poor Chinese 
woman is for her feeble feet. From their infancy up ta 
the time we call maturity they have been bandaged. 
How should their muscles be good for anj'thing? From 
the day when we give and arrange the baby's plaything 
for him, to the day when we take it upon ourselves to select 
a profession for him, and persist in doing the work which he 
should do for himself, he must continue in a feeble and help- 
less condition of mind and lieart. Wlienever a child decides 
for himself deliberately and without bias from others, any 
question, however small, he has had many minutes of men- 



146 NATIONAL KINDEKGAKTEN MANUAL. 

tal gymnastics ; just so much strengthening of the one 
faculty upon whose health and firmness his success in life 
will depend more than upon any other thing. So many 
people do not know the difference between obstinacy and 
clear-headed firmness of will, that it is hardly safe to say 
much in praise or blame of either, without expressly stat- 
ing that you do not mean the other. It has not yet 
ceased to be said among parents, tliat it is necessary to 
break the will of children, and it has not yet ceased to be 
seen in the land, that men, by virtue of simple obstinacy, 
are called men of strong character. 

The truth is, that the stronger, better trained the will 
of man is, the less obstinate he will be. Will is of reason, 
obstinacy of temper. What have they in common? It is 
the one attribute of all we possess, the most God-like. By 
it we say to our temptation, " So far and no further." It 
is not enough that we do not break this grand power ; it 
should be strengthened, developed, and trained. With 
very little children we need to give but little points to be 
decided. " Will you have an orange or an apple ? You 
cannot have both ; choose, but after joii have chosen you 
cannot change." Every day, many times a day, a child 
should decide for himself points of involving pros and cons 
— substantial ones, too. Let him even decide unwisely 
artd take the consequences ; that, too, is good for him. 
No amount of Blackstone can give such an idea of law as 
one month in j)rison. Tell liim as much as you please of 
what you know on both sides, but compel him to decide, 
and not to be too long about it. " Choose ye this day 
whom ye will serve," is a text good for every morning. 
If men and women had had such training in their child- 
hood, we should not see so many putting their hands to 



L.ECTTJKE NO. VII. 147 

the plow and looking back, not fit for the kingdom of 
heaven.* 

Hygiene. 

21. Be careful to wash the child's face, and especially 
his eyes, first of all, for fear of any imj)urity from the rest 
of the body getting into the eyes. Better have a separate 
sponge or separate water. The first thing you notice in 
visiting an orphan asylum or children's home is the red 
eyes of the poor children. This rule is not observed with 
them. 

22. Do not use pork in 3^our family if you want to 
keep children from cutaneous diseases. 

23. Be careful in the use of saleratus ; do not have fresh 
bread too frequently. The saliva used in eating is a very 
important aid in digesting food. 

24. Do not allow children tea or coffee until they are 
eighteen years old. Avoid condiments and pickles on 
your table ; they accustom the stomach to artificial stimu- 
lants. 



LECTURE No. VII. 

It has been shown, thus far, how Froebel, in his nursery 
plays, combines instruction and amusement, and if the 
education is carried on in accordance with or upon Froe- 
bel's principles, discipline can be entirely dispensed with. 

Government, as generally understood in the educator, 
is the position he occupies towards the pupil when he 
says, " You must do this, or not do that." Good govern- 
ment, so called, demands unconditional obedience, and en- 

* H. H., in " Bits of Talk," published by Roberts Bros. 



148 THE NATIONAL KINDERGARTEN" MANUAL. 

forces it by means of a code of punishments or penalties. 
As such, it does not lead to freedom. There is, however, 
a degree of government necessary in education, especially 
during the first few years of life. The main object of 
government is to guard the child against danger which 
will grow from his desires. Every thing a child sees cre- 
ates a want; and, as the number and variety of the objects 
he sees increase, so will his wants become more numerous, 
and his desire will grow in proportion to the manner in 
which these things meet his observation, or are presented 
to him. By gratifying a wish, it grows to be a conscious 
necessity or want ; this finally becomes a habit, which un- 
der certain circumstances may degenerate into a passion, 
unless the various wishes are so continually gratified that 
the will becomes surfeited and blunted. 

The worst enemies of the moral, legitimate will or de- 
sire are undoubtedly passion and surfeit of anything, and 
the task of discipline must be to prevent their apjjearance, 
or to counteract them when they exist. There are two 
directions that the work of the educator must take, the one 
positive, the other negative, or, in other words, command- 
ing and forbidding in denials. There is no doubt that there 
must be more of the forbidding than of the ordering. 
Some of the most imjjortant measures adopted in the for- 
bidding, is the removal of the desired object, or of the 
child from the object ; the command, the request on the 
parent's part, and the punishment in case of wrong-doing. 

The first-named begins with the first year of the child's 
life. As simple as this may apjiear, it requires neverthe- 
much caution and judgment to do it rightly. As soon 
as one observes that the child's attention is directed 
towards an object which he cannot have under any cir- 
cumstances, it should be removed in a most quiet and un- 



LECTUKE NO. VII. 149 

ostentatious manner; if not, tlieu the cliiUrs want only 
grows all the more strong, and his grief at the removal is in- 
creased. This can act only in an injurious manner upon 
lus disposition. Did the child get hold of the object in an 
unguarded moment, one needs to withdraw it with a paci- 
fying word, but by no means pounce upon the child with 
an apijearance of terror or anger, and an overflow of lan- 
guage. 

In the first case, it will not prove a difficult matter to 
turn the child's attention in a different direction; in the 
other case, the child's resistance and crying, or the fright- 
ened look on liis countenance, will prove the injury done 
his character. It is very cruel in such cases to let the 
child have the desired object, and then withdraw it 
again. With every change, the pain of the disappointment 
increases with all its evil consequences. In time the 
child begins to move about more freely, he often leaves 
mamma to approach any tempting object. Mother cannot 
follow his every movement, so she must have her wishes 
and commands follow him, to warn him from danger or 
otherwise. The request is distinguished from the com- 
mand in so far, that it acknowledges the child's individu- 
ality to a certain degree, while the command implies un- 
conditional obedience. The wish is preferable to the 
command. The request implies a certain amount of reas- 
onableness and reflection, while the command does not 
take this into account at all. In the one case the child is 
told, you had better not do so or so ; in the other case, 
the order is simply " do so or so," both demand obedience. 
In the one case it is an enforced, in the other, a free obe- 
dience. In one case the child obeys orders, in the other, 
he obeys reason. In one case he is controlled by force, in 
the other by a sense of right. 



150 NATIONAL kindekgartp:n manual. 

Whenever it is practicable, the retLuest should take the 
place of the command. When the child is lacking in rea- 
sonableness, the command must step in ; and as reason and 
reflection can only come with years and experience, the 
command has to be first in use, and only with great cau- 
tion one must gradually emerge to the counseling and re- 
questing. 

Occasionally one may do so in order to try the child's 
advance and progress, and, if ineffectual, return at once to 
the command. 

This command needs to be short and decided, without 
being gruff; it needs no thinning down by explanations 
and excuses, or even entreaties. 

The same as the unfulfilled wish had the command as a 
necessary consequence, in the same manner must punish- 
ment follow disobedience to the command. One needs to 
be careful not to give too many commands. Many things 
bring their natural punishments, and so long as these do 
not injure the child, they had best be left to make their 
experiences. 

Again, the child cannot comprehend many of these com- 
mands, nor remember them, and he becomes hardened by 
^oo many punishments, or discouraged and anxious if at 
every step a well-meant command intrudes itself upon 
him, and his energy and activity are certain to become 
impaired. Let the command be positive, a command to 
do a thing, not a command not to do a thing; — forbidden 
fruits taste sweetest. Especially guard against forbidding 
anything that the child has not yet even thought of doing. 
Among the punishments that are to follow disobedience, 
we enumerate the reproof, the withdrawing of some pleas- 
sure, loss of liberty, and corporal punishment. The re- 
proof is the most simple, and can be graded to be more 



LECTURE NO. VII. 161 

or less severe, but it must never degenerate into scolding 
and calling of names, iov they impair authority and es- 
trange the child; while they are more injurious to his 
sense of honor tlian a whipping would have been ; they 
are the worst punishment, unless it is ridiculing or bribing. 
Ridiculing, scolding, or calling names is never done with- 
out anger in the educator's part, and should therefore be 
removed from the list of penalties. There is no doubt 
tliat whipping is the most effectual means to arouse fear, 
and bring about good behavior ; but as fear is the lowest 
motive of action, it must be used only as a last resort, 
and on all occasions we must endeavor to awaken and 
strengthen the highest motives of action in the child. 

None of all these dangerous means of enforcing obedi- 
ence in the family ever need to be resorted to again, as 
soon as we can influence mothers to listen and take into their 
hearts Froebel's call, " Come, let us live for our children," 
and we can inspire them with a desire to study his system 
of infant-training. But not until then can we hope for a 
great change in the present mode of bringing up girls and 
giving them an education to fit them for the sacred mother- 
vocation. They will then no longer be sacrificed at the 
altar of fashion or any other idols which require that the 
body, soul, and spirit of the future mother be forced into 
a form and direction directly opposed to nature and the 
first principles of a high education. 

It is during the first year, while tlie child is unable to 
reason, that he must acquire the habit of obedience, and 
the greatest wisdom in tlie educator should come into ex- 
ercise.* 

When one commands, as has been said before, it must 

* Ilailraann's " Kindi'r;;artcn Culture." 



152 NATIONAL KINDERGARTEN MANUAL. 

i>ti done quietly, but decidedly, and take care not to resort 
to the two favorite methods of rewards and threats, both 
of which presuppose the possibility of disobedience, and 
are therefore not decided enough, and are defective also in 
so far as they are simply external motives of action. The 
individuality of each child must be brought into consider- 
ation, as well as the physical constitution and disabilities. 
The most difficult of all things, during the first years of 
the child's life, is the task of awakening and preserving 
the germs of goodness in his heart. At this tender age, 
these germs may be led into two opposite directions, — 
according to the influencing circumstances, they may be- 
come virtues or vices. Thus timidity may grow to be 
modesty or abjectness ; fear may grow to be prudence or 
cowardice; the natural roguishness or foolhardiness of 
children may develop into energy and executiveness or 
cruelty and rudeness. It requires as much decision, tact, 
and watchfulness to stem the flow of any capacity or ten- 
dency in the direction of vice, as it requires care and 
trouble to fan the tiny little flame of the natural disposi- 
tion in the direction of virtue. 

The Sphere, the Cube, and the Cylinder. 

The seeo7id gift, which consists of a hard ball, a cube, 
and a cylinder, involves as its basis recognition of the 
truth, that in order to a clear knowledge, there must be 
comparison ; or, in other words, that we only learn what 
a thing is by learning ivliat it is not. Therefore, to 
complete the child's knowledge of the ball he must com- 
pare it with something else ; and as his powers are too 
weak to discern slight differences, he needs an object Avliich 
presents to it the completest possible contrast. We find 
this in the cuibe. Instead of the unity of the ball, we find 



LECTURE NO. VII. 158 

here variety; instead of the siiDplicity and unvarying nni- 
formity of the ball, we have in the cube an object which 
changes with every modification of position and every 
acceleration of movement. Instead of the ready mov- 
ableness of the ball, we have in the cube an object which, 
as it were, embodies the tendency to repose. 

The cylinder forms the connecting-link between the ball 
and the cube. Like the ball, it is round, and without 
corners ; and, like the cube, it has faces and edges. 

The wooden sphere forms a more or less decided contrast 
with the soft, elastic ball of the first gift, in its hardness, 
in the greater smoothness of its surface, in its greater 
weight, and, consequently, in the greater noise which it 
occasions on being dropped or rolled on the floor. The 
last two contrasts seem to give particular pleasure to the 
child, since they offer him proofs of his increasing strength; 
and if he delights in beating the floor with the wooden 
ball, it is less for the love of the noise as such than as an 
expression and proof of his greater strength and skill. An 
additional contrast may be introduced, if the child receives 
two wooden spheres, the one black and the other white. 
In the kindergarten we give questions to the class as to 
the difference in the appearance of the three objects. 
They find out that the sphere presents one unbroken, uni- 
formly-curved surface, free from edges and corners, which 
never changes in shape in whatever position it is shown ; 
while the cube presents a variety of aspects, according to 
its position wdth reference to the eye. For all these con- 
trasts the cylinder offers the connection. It presents more 
faces than the sphere and less than the cube. One of these 
faces is curved in one of its dimensions ; the others are 
planes. Its value as a connecting-link becomes particularly 
evident, when we suspend the cube by a string fixed to the 



154 NATIONAL KINDERGARTEN MANUAL. 

middle of one of its sides ; when it is rapidly revolved, it 
will present the shape of a cylinder. If, then, the cylinder 
is similarly spun around wliile suspended by a string fixed 
to one of its edges, it will present the shape of a sphere. 

The mother or nurse, in her plays with the child, must 
be guided by the same laws and by similar considerations, 
as in the use of the first gift. Here, too, the child's 
attention must be thoroughly roused and fixed, and care 
taken not to weary or surfeit. Each successive play must 
have connection with preceding ones — must grow out of 
them, as it were. The voice, language and song must be 
the constant interpreter of whatever is done — must 
furnish clear signs or symbols of the imjjression; inde- 
pendent self-activity on the child's part must be more and 
more encouraged. Of course, the balls in the first gift 
must not by any means be thrown aside when the second 
gift is placed in the hands of the child. On the contrary, 
he will often delight to use one or more of them in the old 
plays, to invent new plays witli them, or to combine them 
witli the playthings of the second gift. The child must 
be taught, even at this early age, not to tlirow old ac- 
quaintances aside as soon as new ones with other or 
brigliter features are presented. Witli the sphere we may 
repeat many of the plays that delighted, instructed, and 
exercised the child when they were made with the ball. 
On account of its greater weight and hardness, the sphere 
will express many things with more clearness ; and a new 
charm is lent to them by the noise which the sphere 
makes in falling, rolling, and striking. There are two 
plays with the ball which bring out tlie character of the 
sphere as the representative of motion and of unchange- 
ability in its aspects so clearly that they must be spoken 
of. Tlie sphere is placed near the rim of a plate. If the 



LECTURK NO. VII. 155 

plate is tlien inclined slightly in opposite directions, the 
sphere will revolve rapidly around its own axis and along 
the rim. In the second of these jdays the ball is sus- 
pended by a double string, and is caused to spin very 
rapidly on its own axis, by alternately twisting and un- 
twisting the string in opposite directions. Both motions 
should be accompanied by little songs similar to these. 
On the plate — 

Round and round and round you run, 
Baby loves to ivafch the fun ; 
It matters not how fast I race, 
/ alwai/s show the saiiic round face ; 

With the string : 

Watch and see how fast I go, 
First up high, and tlien down low. 

Even at this time the child is to be made to feel the 
consequences of its own actions.* If the ball falls down, 
the mother holds him down to pick it up with lier, or lets 
him apparently take part. In that way he M'ill gradually 
learn to distinguish cause from effect. As soon as the 
child can catch other things within his reach, mamma 
hands the ball to him shut within her hand, and says: 
"Does Charlie want the ball? Where is it? Find it.*' 
What an exclamation of delight when the tiny little hands 
at last succeed in opening mamma's hand and getting the 
ball ! 

Mother helps .her child, and, opening her hand, says: 
"There it is." The little one, in his turn, will hide it in 
his hands, for mamma to open them. During this little 
play, the ball rolls away. Mamma uses this again for a 
new play, and sings : 

• See Educational Rules, No. 10, 11, 14, 17. 



156 NATIONAL KINDERGARTEN" MANUAL. 

The ball, if it could talk 
Would say, T love to walk. 
And baby, too, would like to go; 
Come, we'll try to follow you. 

And mamma lets baby take the first steps after the ball, 
holding him carefully under both his little arms. 

When the cube is presented, a little dialogue may ensue : 

Here, Mr. Cube, roll away, roll away! 
With my baby you shall play. 

" What is the matter? why don't you roll? Oh, I see ! 
you have some sharp edges, they will not let you roll." 
Baby feels of them. (Child, eighteen months to two 
years.) He tries to push it — 

See, the cube must like to stand, 
It does not mind your little hand. 

Now they push a little harder: 

Ever on tliis spot you lie, 

We shall move you bye and bye. 

All Froebel's j)lay-materials can be used in a great va- 
riety of ways, and when certain laws are obeyed, in the use 
of tliem, far from lessening freedom of action, the sphere 
or range of play and amusement is enlarged. The child, 
therefore, does not tire very readily, even if these experi- 
ments and experiences are many times repeated. Lay the 
cube on baby's hand and say : 

The cube lies in your hand so still. 
You may press it, if you will. 

Or, holding the cube downwards with the baby's hand : 

To the ground you cannot go, 
While we hold you tightly so. 

But, alas, it does fall, and mannna, using every incident 
for a new play and new instruction, sings: 



LECTURE NO. VII. 157 

Baby's liand is yet too small, 
So the cube must have a fall. 

These plays can be extended to the infinite, but always 
leave the child free and never force it to this or that play. 
An attentive mother understands the meaning of the child's 
utterance, and will try to respond to his wishes in the 
most satisfying manner, ever watchful to lead liiin on in 
an instructive and ennobling manner. 

All close observers will have noticed that every child 
loves and attempts to grasp more than he is able to. 
Tlie child will try to hold the two toys, and mamma sings : 

The cube you cannot hold at all, 

When iu your hand you liold the ball. ' 
Or: 

Where the cube is, you see, 

The ball cannot be. 
Or: 

Some room we must make, 

If the cube we will take. 

Or when he loses both 1)}' not wanting to let go of 
either : 

If, holding some, you still want more, 

You must lose what vou had before. 
Or: 

When nothing holds the cube or ball, 

To the floor they both must fall. 

But we return to our cube, placing it firmly upon the 
table. Then mamnux tries to stand it on one edge, paral- 
lel to the table-edsfe : 

o 

Steady, steady, little man. 
Stand alone now, if you can ; 
It does not know which way to go, 
And totters feebly to and fro. 

Now it may be made to stand, by resting it against the 
box or the wall ; 



158 THE NATIONAL KINDEEGARTEN MANUAL. 

With my back against the wall, 
I am safe and shall not fall. 

Every time it falls the child is so pleased that he will 
push away the support to make it tumble down again, for 
he loves life and motion in everything. Or he will bang 
the table with it, and mamma, getting enough of it, and 
to separate the child cheerfully from his toys, sings : 

Bang, bang, what a noise ! 

You cannot hear your mamma's voice. 

Baby loves that kind of fun, — 

Not so hard, my little one. 

Spoiled will our table be ; 

Give the cube now back to me ; 

Put it in its little nest, 

For the cube now wants to rest. 

This little song is also calculated to call the child's 
attention to the two different sounds, the banging and the 
voice. Playful energy and self-reliance, content, joy, as 
well as observation and perseverance, are the legitimate 
results of these occupations ; and although all the good 
results of this system will not be observable till in later 
years, this fruit will not be forthcoming where this system 
has not been used. 

Educational Rulp^s. 

25. Do not induce a child to be self-denying against his 
inclination, but only from free choice. Otherwise, he will 
experience a personal loss, and the value of the lesson in 
benevolence that you wished to inculcate is lost in the 
sense of deprivation and bereavement which will last for 
many years. Even when you wish to give away the 
child's out-grown garments, ask his permission. It costs 
you nothing, and it gives the pleasure of ownership and 
generosity to the child. 



LECTUUE NO. VII. 159 

26. Always take your child on errands of kindness, 
and let him be the messenger who carries forgiveness to 
the other cliildren. Do not let children be the messen- 
gers of threats for punishment to brothers, sisters, or 
servants. 

27. Do not re[)ly in a hurry, what is untrue. If you 
cannot answer at the time, fix a time when you will give 
a definite reply. (See Lecture 8). 

28. If a child seems to get discouraged, sympathize 
with him ; admit that what he is engaged upon is trouble- 
some, but at the same time hold up, as it were, in conver- 
sation, some examples where children are worse off, or 
have to bear things more trying. (See " Bits of Talk," 
by Helen Jackson.) 

Hygiene. 

25. Do not allow errands to be done early in the 
morning upon an empty stomach. 

26. If you have a water-closet in your house, be sure 
to keep the window open in it all the year round. 

27. Remove flowers from your room before retiring for 
the night, unless you keep your window open. 

28. Instead of boiling the milk, when it is to have a 
constipating effect, use boiled flour, prepared like starch, 
with a little cream and sugar added to it. The flour is 
tied in a bag, boiled three hours, then cut the wet outside 
off; the inside is hard, but will crush up readily if it is 
done while hot. It is then sifted and put into glass jars, 
ready for use. It is prepared like starch ; one heaping 
dessert-spoonful makes enough for one meal for a very 
young child. 



160 NATIONAL KINDERGARTEN MANUAL. 



LECTURE No. VIII. 

[Given by Mrs. Caboline B. Winslow, Editor of " Tiie Alpha," 
Washington, D. C, to Mrs. Pollock's Mothers' Class.] 

The essentials of a luu'seiy are pure air, sunshine, and 
neatness. To secure these tlie room must be of medium 
size, with east and south windows, so constructed that air 
can be easily and frequently changed, without chilling the 
occupants. 

Ruskin says, "All education to beauty is, first, in the 
beauty of gentle human faces around a child. Secondly, 
in the fields — fields meaning grass, water, birds, beasts, 
flowers, and sky ; without these no 7nan can he educated 
humanely. He may be a calculating machine, a walking 
dictionary, a painter of dead bodies, a twanger and a 
scratcher of keys or catgut, a discoverer of new forms of 
worms in mud, but a properly so-called human being 
never. 

" Pictures are not needed if the child has other things 
right around him and given him — his garden, his cat, and 
his window to the sky and stars; in time pictures and 
flowers, and animals and things, in heavens and heavenly 
earth may be useful to it, but see first that his realities 
are heavenly." 

Cleanliness, plainness, and naturalness, in surroundings, 
in dress, in diet, and in bed, requiring little labor to keep, 
and little anxiety to preserve intact, and no unnecessary 
threatening of the freedom of the child to preserve his 
surroundings from being marred by hard and constant 
usino", whicli is a great saving of friction to both child and 
nurse. 

The diet of laie child should be regulated with the 



LECTURE NO. VIII. ItJl 

groatest care. Of course the first nine months of its life 
it should be fed only from its mother's milk, — from na- 
ture's fountain, — which should be given, as much as pos- 
sible, at regular intervals, generally letting the infant take 
all it will at one time. Happ}^ the babe that is so nour- 
ished. But, alas ! there are many unfortunate ones ush- 
ered into tliis bleak world for whom no such happy pro- 
visions are made. Your physician will advise j'ou what 
to feed them upon, but do not fall into the error of think- 
ing that every time the child cries he is hungry. More 
children have lost all the joys and comforts of childhood 
from too frequent feeding, and many have lost tlieir lives 
by tliis process. Many others that have survived have 
suffered through tlieir whole lives from imperfect powers 
of digestion, and consequently imperfect nutrition. 

Teach children to be cleanly in their habits, and begin 
this lesson at once. " A dirt}' child is a mother's disgrace." 
Cleanliness is very nearly a godly attribute, and good 
liabits in this respect add much to a child's comfort, and 
promote self-respect and gentle manners, with dignity of 
character in later years. 

The moral influence of the nursery should be regulated 
with the most scrupulous exactitude. The mother and 
the nurse should be watchful, gentle, patient, truthful, 
well poised, never yielding to fear or anger, but always 
firm and steadfast. 

This phase of education should begin very early in the 
new life, even while nestling under the mother's heart, 
and while dependant upon the mother's brain and blood 
for nourishment and growth. So powerful is the influence 
of the character and conduct of older persons on that plas- 
tic stage of life, that mothers should study to be calm and 
conscientious even in their thoughts, as well as actions. 



162 NATIONAL KINDERGARTEN MANUAL. 

Above all things protect a child from the influence oifear. 
Fear of a real, tangible object, or of one conjured by the 
imagination, is always injurious to any one, but especially 
so to children. Frights have so shocked the tender brain 
and sensitive nerves of children as to seriously injure their 
health and peace of mind in after life. Modern metaphy- 
sicians regard fear as the most depressing, and therefore 
the most injurious emotion which the soul is capable of 
experiencing. 

Love and joy are the highest and most inspiring and 
healthful of all the emotions. Therefore, never let a 
mother, a nurse, or a friend excite terror in a little heart 
by telling them fearful or weird stories, or bringing before 
their vision startling or dreadful objects, or surprising^ 
them by suddenly and unexpectedly jumping at them for 
the slnuisement of seeing them start and scream with, 
terror. 

We know of a sensitive but intelligent child, eight 
years old, who, possessed of rather more than ordinary 
courage, obediently went into her dark room to go to bed;, 
this room was next to her mother's, who sat there sewing. 
A brother, thinking it rare sport, hid under the bed, and 
when the child climbed upon the bed she felt something 
touch her bare foot ; remembering her good mother's in- 
struction, to always discover the object and find out what 
had given alarm, she instantly got down on the floor and 
felt as far under the bed as she could reach, but finding 
nothing she supposed herself mistaken. Again climbing 
into the bed, her foot was grasped by a hand and held to 
the floor. The screams and fright were terrific ; sweats,, 
shivers, and trembling followed each other for some time ; 
the effect of which was never wholly recovered from. 
That child is now a woman past middle life, but to this- 



LECTURE NO. VIII. IGH 

day she feels the effect of that shock to the nerve-centers, 
and requires constant bracing and watchfuhiess to keep 
her mind serene and her soul in equipoise. I do not doubt 
but many nervous diseases that afflict humanity had their 
origin in shocks and fears of childhood. 

As the child grows into a more independent life, of 
course its treatment must vary with its years. In matters 
of o^overnment of children let the laws and reg^ulations be 
few and simple, but let these be fully understood and 
firmly enforced. 

Obedience in childhood promotes health, insures orderly 
habits, and increases the happiness of the child by making 
it love with greater confidence and reverence its parents 
and guardians. 

There are various ways of inculcating truthfulness in a 
child. Lying is a device of the timid, the fearful, the 
weak. In a negative way, everything that can make a 
child afraid to speak the truth should be taken out of his 
way. Then in a positive way he should be surrounded 
with an atmosphere of truthfulness. Persistent and habit- 
ual lying in a child is the parent's fault, for the child is 
ever the mirror of the parent. There is no getting away, 
from that fact. How many parents there are who by their 
own half-truthfulness to their children, teach them lying, 
falseiiess, duplicity, prevarication ! Children have just as 
much right to the truth as grown people have, and when 
they ask a question, if they are answered at all, they 
should be answered according to the facts. Of course 
there are many things that cannot be explained to children, 
and concerning these they may be frankly told, that they 
shall know when they are older. That mother who can 
truthfully say, "I never told one of my children a lie or 
any approach to it in their lives," will have no cause of 



164 NATIONAL KINDERGARTEN MANUAL. 

complaint as to their trutlifalness when tliey come to years 
of discretion, and often long before that. 

But when a child does lie, what shall be done to correct 
it? The remedy is in every mother's hands. Take the 
child into the privacy of the closet; place his dereliction 
plainly before him ; then take the Bible and read from it 
such passages as these : " A false witness shall not go unpun- 
ished, and he that speaketh lies shall perish " (Proverbs, 
xix. 9 ) ; " These six things doth the Lord hate ; yea, seven 
are an abomination to him : a proud look, a lying tongue, 
and hands that shed innocent blood " (Rev. xxi. 8) ; "And 
there shall in no wise enter into it anything that defileth, 
neither whatsoever worketh abomination, or maketh a lie; 
but they which are written in the Lamb's book of life " 
(Rev. xxi. 27). 

With a concordance innumerable other passages bearing 
on this subject may be found. After this exercise let 
whatever punishment follows be administered by the pa- 
rent as an officer of the law, and under the sanction of Di- 
vine authority. This is indeed the only sanction for any 
punishment. It is a very solemn thing to train a cliild 
aright, to build up such bulwarks around him as sliall 
compel him to choose the right path. The course pre- 
scribed we have tried on black and white children, on 
waifs picked up from the street, and in our own family, 
and followed up it never has failed of success ; but it must 
be followed up in little lies as well as big ones, for a little 
lie is just as wicked as a big one. 

In all your intercourse with children, be candid, truth- 
ful, and sincere. These little ones are endowed with a 
wonderful gift of intuition. An English writer calls it 
"thought reading." Children are very observing, and 
they penetrate disguises with great facility. If you wish 



LECTURE NO. VI II. 165 

your child t(j be loving, gentle, truthful, and open, you 
must be all these yourself, because they will model their 
thought and action after those they love and reverence. 
Confidence is the diviner part of us. It is the child-nature, 
that which is the "kingdom of heaven." Woe to him 
who has little or no confidence in mankind. Hope is based 
in confidence, belief, and becomes an anchor to the soul, 
and should have its foundation inlaid in the developing 
season of child-life. Faith and hope are fundamental ele- 
ments of the human soul. Upon their development de- 
pend the health, happiness, virtue, and usefulness of every 
human being. Hope is based on belief. We rest in our 
hoj^es. Cheerfulness and smiles are the hopes of child- 
hood. How important, then, is the early encouragement 
and nurture of these soul-elements. 

Diet has a marked effect upon the temper, obedience, 
and happiness of children as great as upon health. Grow- 
ing cliildren do not need meats, pastry, cake, preserves, or 
condiments ; indeed they are positively injurious and 
should not be given to them, nor to children of older 
youth for that matter. Tlie graces of the spirit in the 
formation of children's character depend largely U[)on the 
food they eat, and the manner in which it is prepared. 
Children fed upon animal food are apt to be irritable and 
quarrelsome. The effect of this diet upon temper was 
well illustrated by the bear that was kept in a museum at 
Gieson, German}-. When fed on bread he was quiet and 
tractable; even children could play with him with inqni- 
nity. But a few weeks' feeding on flesh would make him 
ferocious and dangerous. The same effect is jiroduced in 
children. It is unfortunate, when children are under 
kindergarten instruction, that mothers should not intel- 
ligently co-operate with teachers and help their cliildren 



166 NATIONAL KINDERGARTEN MANUAL. 

to be tractable and bappy by judicious and nutritious 
food. 

Cbildren, after tbey are weaned, should eat grains and 
fruit, with gems made of all-wheat flour, with oatmeal, 
cornmeal, cornstarch, and rice for variety, fruit sauce, 
fruit puddings, and simple vegetables. These dishes, al- 
ways prepared with care, make the table tasteful and at- 
tractive, with flowers and fresh fruit, in pretty dishes be- 
longing to the children. The breakfast might admit of 
soft-boiled eggs occasionally, or baked potatoes for change. 
Little ones thus cared for will not be nervous, fretful, or 
disobedient. They will sleep well, and thus promote 
sleep in mothers and nurses, giving them rest and strength, 
wliich has much to do with eking out patience and for- 
bearance with the family. 

A child-nurse should understand and be able to inter- 
pret the signs of approaching illness. These are indicated 
by its movements, the positions it assumes when at rest, 
and by its cries and moans. To understand these signs, 
expressing want and pains, should be one of the studies of 
a nurse, so that the natural signs of hunger, fatigue, and 
physical discomforts may be distinguished from pain. 
When a babe is restless and nervous it indicates that its 
clothing is not comfortable. Removing its clothes will 
generally reveal that it comes from meclianical irritation, 
like a binding too tight or a hard fold in the garment pres- 
sing the tender flesh, or a pin that has escaped from its 
attendant's clothing. Cries, accompanied by restlessness, 
idicate unpleasant sensations; short wheezing, sobbing, 
or suffocating cries, a want of proper action of the lungs ; 
a low, moaning cry shows pain and soreness of the lungs, 
and often of the muscles, as from sudden cold ; crying 
when coughing, a pain in the chest; loud crying, with 



LECTURE NO. VIII. 1()7 

drawing up of the knees to press the abdomen, is a sign of 
colic ; crying accompanied with crowding the fingers into 
the mouth and chewing them shows pain in the teeth and 
gums. When at night a child cries out in his sleep, with 
flushed cheeks and red lips, and on waking seems bewil- 
dered, and takes a little time to recognize his attendants 
and surroundings, it indicates mucous accumulation in 
stomach and intestines, which, if suffered to remain, will 
generate worms. Sharp, piercing screams and rolling the 
head from side to side, with dull, leaden eyes, or eyes un- 
usually bright, point to head affections, usually conges- 
tion of the brain. All these signs and more should be un- 
derstood by mother and nurse, and carefully described to 
the physician. The life of many a precious child might 
be saved if the physician could receive a clear de- 
scription of his cries and physical signs. A nurse cannot 
be too observing of little changes, or too minute in her 
observations of symptoms ; ■ and always take care to be 
exact, and describe without exaggeration or concealment. 
The subject has been merely touched upon, but sufficient 
has been said to show the importance of a large amount of 
careful training necessary to a competent nurse. When 
this has been acquired you will have before you a broad 
and permanent field of usefidness that will give an honor- 
ble place in the family, and a successful fulfilment of your 
duties will insure lasting gratitude and love from coming 
generations. 

Educational Rules. 

29. It is better that your child should seek and enjoy 
the companionship of virtuous cliildren, poorer than your 
own, or at least not too much above yours in circumstan- 
ces. If they do happen to be intimate with the rich. 



168 THE NATIONAL KINDERGARTEN MANUAL,. 

you will find tliem apt to be discontented at home, and 
disdainful towards their other playmates. 

30. Do not expect politeness and good manners from 
a child, unless 3'ou use them towards him. How often 
do we hear " Shut the door," " Get off my dress," etc.» 
from thoughtless parents, while they blame the cliild for 
not saying " Thank you," and '•'• If you please." 

31. A child sliould not be allowed to express a dislike 
for anything which cannot be helped. The race of grum- 
blers would soon die out if all children were so trained, 
that never between the ages of five to twelve did they ut- 
ter a complaint without being gently reminded that it 
was foolish and disagreeable in them to do so. 

32. When a child has been scratching or striking an 
older one, I have, on hearing the complaint, taken the 
older one, and, holding the little one on my lap, inquired 
gently into the case, doing the same with the little one 
in an inquiring manner, to find out if that was the way 
the trouble occurred. I then asked the older one to do the 
same to the little one. I never saw it done. The tears 
of the older would always change to smiles, and he would 
look at the little offender, shake his head, and turn away. 
The little one felt he deserved punishment, but, owing to 
the generosity of the older one he escaped it. Thus the 
bond of affection was strengthened. 

Hygiene. 

29. If the house is so constructed that you cannot con- 
veniently have your head to the north while sleeping, the 
next best way is to sleep with your feet to the west. The 
electrical currents come from the east, and it is best they 
should reach you from head to foot, rather than vice-versa. 



LECTURE NO. IX. 169 

30. Do not allow your cliild to study in the evening. 
It is bad for his sleep and for his eyes. 

31. If any one has wet feet, and is not situated where 
he can change shoes and stockings, keep moving. It will 
prevent taking cold. 

32. Open fire-jDlaces are the best heaters for health. It 
is far healthier to sleep in cold rooms than in heated ones. 



LECTURE No. IX. 

As we have already seen, Froebel not only wanted to 
develop the child's intellect, giving him play-materials to 
work with, but he studied out tlie best means to enoble 
the heart and strengthen the body, so as to increase its 
health, grace, and agility. Froebel considers that next to 
the affections, within the home circle, the most powerful 
influence is exerted upon the child, by making it suscepti- 
ble to the beauties of nature, and giving it an affectionate, 
intimate intercourse with nature. This can best be done, 
not only by walks and observations, but, best of all, if he 
can occupy himself with the cultivation of the soil ; for 
only what a child handles and plays with can attract and 
chain his attention for any lengtli of time. 

Thus digging and playing in sand may seem of no other 
use than amusement; however, it forms the starting-point 
of drawing the child's observation to tlie products of the 
soil, and awakening in him the desire to cultivate it b}^ 
planting and sowing. If no notice is taken of this in- 
stinct, this delight, it will grow weaker only too soon, and, 
like all power that lies unused, it will only add to the 
weight of indolence, which is tlie ])lague of large and 
small. This is the negative damage done ; positive 



170 NATIONAL KINDERGARTEN MANUAL. 

harm consists therein, that the observation of nature's pro- 
cesses — this first great intelligent teaclier of humanity — 
is being lost for the child's life, and with it an inexhausti- 
ble treasure of joy and occnpation. Objects in nature 
will only be superficially taken notice of, and will leave 
no lasting impressions. No matter if the child does gather 
fruit, or pick flowers or leaves, this alone will not lead to 
the serious, ennobling reflections which, on the other hand, 
he should make his own. 

How very different when the child has a little piece of 
ground for his own, to transform into a garden, where he 
can dig, hoe, weed, and water it with care, and watch it 
.with the greatest longing for the bursting of the buds; 
how great the delight witli which he will cull his own 
flower to bring to his loved parents ! 

If he learns to observe and eagerly watch the manifesta- 
tions and changes of every season, — the sprouting of the 
tender germs, the little birds in their nests, the bees in their 
hives, the caterpillars and bugs, the ripening fruits, and the 
nodding ears of grain, yes, the whole household of kind 
Dame Nature — mother earth, he will reap more benefit than 
any amount of schooling or books or anything else under 
the sun can give him. But in order that his whole soul may 
engage in the study of the wonders of creation, he must 
work and occupy himself with it in earnest. The child's 
heart must not only be made receptive to beauty, but by 
taking care of plants and animals, his tender affections for 
these first objects entrusted to his care, the first important 
steps are taken to awaken a true, unselfish love in his 
heart. There are few educational means at command 
for those tender years of the child's life which will give 
him duties to fulfil; for we may not mention those 
forced duties which run against the child's inclination, 



LECTURE NO. IX. 171 

and are intended to awaken and strengthen his moral 
nature. 

The trial, we might call it, of duties to be fulfilled, 
which even children of tender age must in a measure be- 
come acquainted with, is made easier if agreeable, attract- 
ive duties have been preparing the child for those which 
are not agreeable. For while it was a pleasure for him to 
fulfil some duties (quite arduous, considering his age), 
his power of will was thereby being strengthened b}^ ex- 
ercise, and better prepared to fulfil duties not quite so 
pleasant. 

A sure way to make children indolent and unwilling to 
do tasks or duties, is to require too much from them, with- 
out the due preparation. That is the reason why Froebel 
considered the garden of such importance for the child, 
and named his schools kindergartens not merely symboli- 
ca\\y. The garden is open nature (though fenced in) for 
the child, where impressions of beauty and usefulness and 
goodness will be made upon his heart, and his moral na- 
ture strengthened, while at the same time his heart will 
be opened to the first religious sentiments, founded on 
the admiration of the Creator. If the young soul is not 
capable of receiving inqjressions of God the Creator, by 
means of His wonderful manifestations in nature, it will be 
a far more difficult matter for him to do so at a later pe- 
riod. Only what a child sees has any existence for him, 
only the visible world can give him ideas of the invisible, 
and only in the visible Creator can he recognize the invis- 
ible Spirit. 

Then again the practical value of teaching children early 
to cultivate the soil should not be undervalued. 

It is impossible to enumerate all the advantages to be 
gained from the child's intimate intercourse with nature ; 



172 NATIONAL KINDERGARTEN MANUAL. 

how its invigorating and refreshing work and watching act 
as safeguards against and counterbalance our artificial 
and conventional modes of life. All we need to do is to 
visit the kindergarten and observe children while taking 
care of their little gardens, or when enjoying any other 
pleasure wliicli nature affords them, and which ought to 
lead — be it in the garden or the walk — to the most man- 
ifold instructions and conversations. Then it would be- 
come evident to the most sceptical mind, where this seem- 
ingly small and insignificant attraction to nature may lead. 
It will then be easy to understand that this first intro- 
duction to nature, and the judicious use we make of th& 
material world, will form the only sure and solid founda- 
tion to all later education. 

Notice the early manifested desire of the child to touch 
everything. How tightly the infant clasps his mother's 
fingers and is loth to let go of them ! Thus begins his 
first acquaintance with matter, the first exercise of the 
hand, the use of which is to serve hini hereafter. The 
hand is tlie noblest member of the liuman being : to it has 
has been given the sceptre. 

Tlie strong natural instinct in children to use their 
hand serves to give them knowledge before any of the 
other senses are enough developed to assist this sense of 
feeling. 

Second Story of the Five Little Travelers, and 
what they saw on their journey.* 

Mamma was sitting out of doors. The chiklien were 
tired of playing, and the supper bell had not yet rung. 
Baby Amia was sitting in her hip ; mamma's worlc-table 
was by her side. 

* story No. 1 is in " Nat. Kindergarten Songs and Plays," page 72. 



LECTURE NO. IX. 173 

" Please, mamma, tell us another of tliose nice stories, 
or sing to us one of tliose little songs, where the fingers 
talk ! " Alice said, coaxingly. 

"About the little travelers,'" lisped dear little Jose. 

Mamma began to drum on the table. " Who is that," 

she said, — 

" Down by the fence I see, 

Tying his grey horse to a tree, 

A short little man, 

With a blue coat on. 
Ah ! here he is, coining so fine : 
How do you do, Little Th ambling mine? 
Pray tell little Amia, where have you been? 
And tell little Jose, what have you seen?" 

" Oh, yes, I will," Little Thumbling said, bowing all 
the time. " I saw a mamma, and her little girl was play- 
ing in the sand. Every few minutes she would toddle up 
to mamma, throw a little stone in her lap and say, ' Here 
is a present for you, mamma.' 

" It was a pretty sight, but I have to hurry off. Good 
bye ! good bye ! " 

"But who is this coming now. 
Making such a pretty bow ? " 

"Tall Forefinger is my name," he said. "I saw the 
sweetest little girl sitting in her mamma's lap. She was 
tired of playing in the sand. Mamma was singing to her 
'Rock-a-bye, baby, on the tree-top,' etc. [sing it through]. 
Baby's eyes kept shutting, but she would open them oc- 
casionally, and had not gone to sleep when I had to go 
away." 

" Look, children dear ! 
Who's coming here? 
Tall Middle Finger, how do you do? 
We want to hear something from you ; 



174 NATIONAL KINDERGARTEN MANUAL. 

We're glad your pleasant face to greet, 

What did you see that was lovely and sweet?" 

" I'll tell you what I saw : sweet baby Aniia had gone 
to sleep ; mamma was going on tip-toe to put her into her 
snow-white bed ; but I was in such a hurry, I had to 

hasten away." 

" Here comes a little fellow, 
With something bright and yellow 
Slipped tightly o'er his skin. 
Oh, now he's coming in, 
His story to begin ! " 

" Good evening, dear lady," he said [the ring finger 
has to keep bowing as best it can]. 

" I saw a dear little baby asleep, and mamma was kneel- 
ing by the bed, and I heard her ask God to bless lier dear 
child, and to send his angels to keep her from all evil. 
Good-bye, little children, my brother is jumping off from 
his white horse ; he will tell you some more." 

Mamma is drumming with her fingers, and says : 

" Who is that little dear, 
Coming now quite near? 
He is taking off his hat to you ; 
He's coming in, — how do you do?" 

"Well, I will tell you what I saw : a dear baby in bed; 
her cheeks were very rosy, and when I stopped to look at 
her she smiled. She was dreaming that angels were play- 
ing with her, throwing golden balls to her, and singing : 

' Now comes the ball to you, 
And now it comes to me, — 
To you, to me, to you, to me, — 
Now comes the ball to you.' " 

Just then the supper-bell rang, and they all went in to 
supper. 

These same Little Travelers may be made to see various 



LECTURE NO. IX. 175 

things at other times. Sometimes the thumb sees the 
child plant the seed. Each of tlie othei- fingers sees tlie 
progress towards the growth of the plant. 

The Fifth sees the cliild present the flower or berry to 
a dear friend. 

Educational Rules. 

33. Even if in circumstances that will permit you to 
dress your child richly, dress it rather plain, especially at 
school, so that there will be no unhappy feelings caused to 
poorer children. If they are to receive company, it is the 
best sign of a good education, if your child, as host, is 
dressed not so richly as her company. 

34. Conform to the fasliion with children so far as it 
will be conducive to their health and comfort, and be in 
good taste. For children will feel keenly if they look odd 
when they go to school. 

35. Let children have departments assigned them to 
fulfil in the machinery of the household, and exchange 
them for others in alternate weeks or months, if agreeable 
to the interested parties. 

36. Encourage children to carry flowers to the teacher,, 
and to observe the birthday of each member of the family. 

Hygiene. 

33. As soon as fruit is ripe, procure it for your child- 
ren; it is better than pies or cake. Ten dollars spent 
for strawberries may save much suffering and doctors' 
bills within a year. 

34. Do no let children play out after the sun has set. 
35 Sore eyes must be washed many times a day ; the 

same with other sores. 

36. Be careful of draughts. When a child is being 
washed, doors and windows must be kept closed. 



176 NATIONAL KINDERGARTEN MANUAL. 



LIST OF REFERENCE BOOKS 

FOK THE 

School and Home Library. 



Land and Water Friends. 

Treasury of Useful Knowledge, by Doerner. 

Hooker's Child's Book of Nature. 

The Kindergarten and the School. 

Herbert Spencer on Education. 

From the Cradle to the School, by Bertlia Meyer. 

Educational Reformers, by R. H. Quick. 

Familiar Animals and their Wild Kmdred. 

Early Training of Children, by Mrs. Frank Malleson. 

The Child, by Kriege. 

The Education of Man, Froebel. 

Barnard's Child-Culture. 

Kindergarten Culture, by AVm. H. Hailmann. 

School De\'ices, by Shaw and Donnell. 

Early Education, by James Currie. 

Reminiscences of Froebel, by the Baroness Marenholz von 

Billow. 
How shall my Child be Taught, by Louisa P. Hopkins. 
Bits of Talk for Young Folks, 



. by H. H. 
Bits of Talk about Home Matters, 

Lessons on Manners, for School and Home Use. By Edith E. 
Wiggin. 

The Use of Stories in the Kindergarten, by Miss Anna Buck- 
land. 

Lectures in the Traiuing Schools for Kindergartners, by Eliz- 
abeth P. Peabody. 



LIST OK REFERENCE BOOKS. 177 

Baby Laud. 

Practical Work in the School-Room. 
Improvement of tlie Senses, by Horace Grant. 
Development Lessons, by E. V. De Graff and M. K. Smith. 
Life of Froebel. 

Record of Mr. Alcott's School, exemplifying the Principles and 
Methods of Moral Culture. 

Kindergarten Guides. 

Paradise of Childhood. 

Mrs. Kraus' Baelt's Guide to tlie Kindergarten. 

Mary Mann and Elizabeth Peabody's Guide. 

E. Range's English Kindergarten Guide. 

Mrs. Louise Pollock's National Kindergarten Manual. 

Kindergarten Song-Books. 

Kindei'garten Chimes, by Kate Douglas Wiggin. 

The Paradise of Childhood, b\' Edward Wiebe. 

A Book of Rhymes and Tunes, by Margaret P. Osgood. Trans- 
lations by Louisa T. Craigin. 

Songs and Games for Little Ones, prepared by Gertrude 
Walker and Harriet S. Jenks. 

Songs for Little Children, by Eleanor Smith. 

Cosetting Songs, by Froebel. 

Songs, Games and Rhymes, by Endora Lucas Hailmann. 

Mrs. T^ouise Pollock's. National Kindergarten Songs and Plays. 
" " " Cheerful Echoes (an entirely new Col- 

lection. 



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